Stuttering: A Case Study

1.Although there is a vast range of research regarding stuttering, the exact cause of stuttering is unknown. However there is growing evidence from brain imaging studies (Packman, Code & Onslow, 2007) which indicate that people who stutter have structural and functional anomalies in the regions of the brain where speech is associated. It is actually quite rare for a person who stutters to stutter on every word as there are several linguistic variables that increase the level of speech motor demands which occurs more commonly within initial consonant words and stressed syllables (Onslow, 2015).

Iverach et al. (2011) concluded that there is strong evidence of a relationship between stuttering and anxiety. While anxiety is not the cause of stuttering,

This treatment is a non-programmed speech-restructuring model, which is aimed to reduce or control stuttering during everyday speaking situations (O’Brien et al., 2015). The Camperdown Program involves four stages that you need to progress through to maintain speech strategies in the long term. During stage III: generalisation, we will evaluate possible anxiety and incorporate procedures such as the Cognitive Behavioural Therapy if you require it to address anxiety associated with stuttering. If you choose to undertake the program, it will require you to do a lot of work in order for it to be effective and prevent future

He can start practicing this fluency technique in clinic by reading something to the clinician.

• We need to redesign and re-evaluate Brendan’s practice routine by devising an individualised speech task hierarchy to assist the transfer of fluency technique. Speech practice should also be incorporated in everyday situations in order to maintain an effective fluency technique.

• Brendan should follow the updated practice routine and use fluency technique of 2 in everyday situations such as having a conversation on the phone or ordering a meal in a restaurant (O’Brien et al., 2015). He should try to record it if possible and should also report any difficulties he faced during that situation.

• He should practice speaking during complex cognitive activities and use linguistically complex material to address the cognitive and linguistic demands in everyday speaking situations as it “can be challenging when trying to retain a good fluency technique and therefore good practice” (O’Brien et al, 2015, p.18).

• By practicing the fluency technique daily, Brendan does not need to assign a specific time to do