RESOURCE PACKET Assessment of Speech: Fluency

FLUENCYSEVERITYRATINGSCALE
DeterminationofSpeechImpairment:Fluency Student____________________School____________________Grade______DateofRating_______DOB_______Age_________SLT________________________ Forma/InformalAssessment Frequency

0
qFrequencyofdysfluencyis withinnormallimitsforage,sex andspeakingsituationand/or q2stutteredwordsper minuteand/or q4%stutteredwords

1
qTransitorydysfluenciesare observedinspeakingsituations and/or q34stutteredwordsper minuteand/or q5%to11%stutteredwords

2
qFrequentdysfluentbehaviors areobservedinmanyspeaking situationsand/or q59stutteredwordsper minuteand/or q12%to22%stutteredwords

3
qHabitualdysfluentbehaviorsare observedinmajorityofspeaking situationsand/or qMorethan9stutteredwordsper minuteand/or q23%stutteredwords

0
DescriptiveAssessment qSpeechflowandtime patterningarewithinnormal limits.Developmental dysfluenciesmaybepresent

1
q Wholewordrepetitions qPartwordrepetitionsand/or qProlongationsarepresent withnosecondarycharacter istics.Fluentspeechperiods predominate

2
q Wholewordrepetitions qPartwordrepetitionsand/or qProlongationsarepresent. Secondarysymptoms,including blockingavoidanceandphysical concomitantsmaybeobserved.

3
q Wholewordrepetitions qPartwordrepetitionsand/or qProlongationsarepresent. Secondarysymptoms predominant.Avoidanceand frustrationbehaviorsareobserved.

0
qSpeakingratenotaffected SpeakingRate

1
qSpeakingrateaffectedtomild degree.Ratedifferencerarely notabletoobserver,listener and/or q8299WSM125150WSM

2
qSpeakingrateaffectedto moderatedegree.Rate differencedistractingto observer,listenerand/or q6081WSM150175WSM

3
qSpeakingrateaffectedto severedegreeanddistractingto listener/observerand/or q<59WSM>175WSM

Instructions:

1.Circlethescoreforthemostappropriatedescriptionforeachofthesecategories:Frequency,DescriptiveAssessment,SpeakingRate. 2.Computethetotalscoreandrecordbelow. 3.Circlethetotalscoreontheratingbar/scalebelow.

2 3 WNL

4 Mild

5 6 Moderate

7 8 Severe

9 TOTALSCORE__________

Basedoncompilationoftheassessmentdata,thisstudentscoresintheMild,ModerateorSevererangeforFluencydisorder. qYes qNo *Thisassessmentprovidesdocumentation/supportingevidenceofadverseeffectsoftheFluencyDisabilityoneducationalperformance.qYes qNo

DeterminationofeligibilityasastudentwithaSpeechand/orLanguageImpairmentismadebytheIEPTeam.

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AssessmentGuidelinesforSpeechFluency
FLUENCYASSESSMENTCONSIDERATIONS

Fluencyisaspeechpattern,whichflowsinarhythmic,smoothmanner.Dysfluencies aredisruptionsorbreaksinthesmoothflowofspeech.Evenspeakerswhoare normallyfluentexperiencedysfluencies.Aspeakerisdysfluentwhenunintentionally repeatingawordorphrase,forgettingawordmidutteranceorinterjectingtoomany uhsorOKsduringspeech.ItistheSLTsresponsibilitytodifferentiatebetween normaldysfluenciesandafluencydisorder(Shipley&McAfee,1998).

CONDUCTINGASPEECHEVALUATIONFORFLUENCY

Conducthearingandvisionscreenings. Obtainrelevantinformationfromtheparents:concernsaboutcommunicationskills, developmentalhistory,etc. Informationmustbegatheredfromtwoeducators:thestudentsclassroomteacher aswellasanotherprofessional.Forpreschoolers,obtainthisinformationfromchild careprovidersorotheradultswhoseethechildoutsideofthefamilystructure. Obtainfromteachersinformationrelatedtoprogressinthegeneralcurriculum, communicationskills,behavior,andsocialinteractions.Generalcurriculumfor preschoolersisdevelopmentallyappropriateactivities. Reviewschoolrecords,e.g.grades,testscores,specialeducationfiles, documentationofprereferralstrategies/interventions,anddisciplineandattendance records. Completeanoralperipheralexamination. Measurefluencyusingformal/informalassessmentsforfrequency,descriptive assessment,andspeakingrate. Completeanaturalnessratingscale. CompletetheFluencySeverityRatingScaleusingthedatafromthefluency assessment. FinalizeandsubmittotheIEPteamaSpeechandLanguageEvaluationReport.

FLUENCYMEASUREMENTCONSIDERATIONS

Thefollowingdescribesproceduresthatmaybeusedtoanalyze: frequencyofstuttering, durationofstuttering, rateofspeech, speechnaturalness, copingmechanisms,and covertstutteringbehaviors.

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Speech:FluencyResourcePacket

Toanalyzefrequencyofstuttering,usethefollowingprocedurestomeasurethe typesofdysfluencies. Collectandtranscribea200syllablespontaneouscommunicationsampleineachofa varietyofsettings,usingaudioorvideotape.Videotapeispreferableforanalyzing secondarycharacteristicsandstrugglebehaviors. The200syllablesshouldonly representtheintendedmessage.Donotcountrepetitionsassyllables.Revisionsare countedaspartofthe200syllablesample.Thetranscriptionshouldalsoincludethe instancesofstuttering. Countthenumberofoccurrencesofdysfluenciessuchashesitations,interjections, revisions,prolongations,visible/audibletensions,etc.Countthenumberofinstancesof eachtypeofstutteringandstrugglebehavior(audible/visibletension).Dividethis numberbythetotalnumberofsyllables(200),andmultiplyby100toobtainthe percentageoftypesofdysfluencies(CampbellandHill,1992).Subtractthisnumber from100toobtainthepercentageoffluentspeech.Afrequencyanalysismayalsobe accomplishedbycollectingandanalyzingthenumberofstutteredwordsinaspeech sampleof150words(Riley,1980).However,thismethodmaypenalizeaspeakerwho usesmultisyllabicwords(PetersandGuitar,1991). Toanalyzedurationofstuttering,usethefollowingdurationalmeasurements. Collecta10to15minutespeechsampleofthestudentsconversationalspeechusing videooraudiotape.Videotapeispreferableforanalyzingsecondarycharacteristicsand strugglebehaviors.Useastopwatchtotime5minutes(300seconds)ofthestudents talkingtime. Reviewthesampleanduseastopwatchtoobtainthetotalnumberofsecondsof dysfluencies.Dividethetotalnumberofsecondsofdysfluenciesbythetotalnumberof secondsinthespeechsampleandmultiplyby100toobtainthepercentageofduration ofdysfluentspeech(Bacolini,P.,Shames,G.,andPowell,L.1993).Ifusingavideo sample,watchthevideoonceagain,notingthetypesofdysfluenciesandsecondary characteristics. CurleeandPerkins(1984)suggestthefollowingothermethodsofanalyzingduration withinaspeechsample: 1. Useastopwatchtotimethelengthof10differentstutteringmomentsatrandom withinthesample.Thesemomentsofstutteringshouldberepresentativeofthe sample.Toobtaintheaveragedurationofstuttering,dividethesumofthe10 stutteringmomentsby10. 2. Choosethethreelongeststutteringoccurrencesandtimeeachwithastopwatch. Recordtheresults. PetersandGuitar(1991)prefera5minutesample,ratherthana150wordsample suggestedbyRiley,toensureamorecompletesamplefordurationalmeasures.

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Toanalyzerateofspeech,CurleeandPerkins(1994)usethefollowingprocedure. Collecta5minutespeechsampleusingspeakingororalreading.Theexaminerwill need10minutesoftapingtogetthe5minutesofthestudentstalking/oralreadingtime. Countthenumberofsyllablesorwordsintheintendedmessage.Then,dividethe numberofsyllablesorwordsbythetotalnumberofminutesofthestudents speaking/oralreadingtimeinthesampletoobtainasyllableperminuterating(SPM)or awordperminuterating(WPM). Toanalyzespeechnaturalness,usethefollowingprocedure. Collecta5minutespeechsample.Usea9pointnaturalnessscaletodetermine whetherspeechhasanaturalsoundingquality.Toanalyzespeechquality,judgments ofnaturalnessmaybemadebySLTsornaivelisteners(laypersons,graduate students).Reviewthesample(watch/listen),andat15secondintervalsmakesubjective judgmentsaboutthespeechtodeterminewhetheritsoundshighlynaturalorhighly unnatural,despitethepercentageoffluency.Atotalofatleast10suchjudgments shouldbemade.Tocalculatenaturalness,addthenumberassignedateachratingand thendividethatnumberby10.TheMeannaturalnessratingforadolescents/adultsis 2.12to2.39onthe9pointnaturalnessscale(Martinetal.,1984Inghametal.,1985). TheMeannaturalnessratingforchildrenis3.0(J.Ingham,1998).Forchildren,choose oneofthefollowingprocedures,ifappropriate.Foradolescents,youmustchooseone. Toassesscopingmechanisms,CulattaandGoldberg(1995)recommendusing thefollowingmethods. observations,checklists,ratingscalesandselfratingprotocols reportsbythestudentofhows/hemanipulatesspeechinordertocopewith stuttering reportsbythestudentofexperiencesoftension reportsbythestudentofvigilancenecessarytoachieveandmaintainfluentspeech Toassesscovertstutteringbehaviors,CulattaandGoldberg(1995)recommend usingavarietyofinterviewandquestionnaireprotocols. CovertStutteringBehaviors Therearesixmajormeasurabletypesofcovertstutteringbehaviors: (1)emotionalreactions,(2)avoidance,(3)expectationofstuttering,(4)expectationof fluency,(5)motivation,and(6)selfperception.Alltypesarerelatedtothestutterers beliefsystemandnoneareobservable.Toquantifythem,diagnosticiansmustrelyon thestutterersselfassessment.Thislackofverifiabledataisviewedbysomeas introducinganunnecessaryamountofsubjectivityintothestudyofstuttering(Ingham, 1990).Othersbelievethateventhoughmeasuringcovertbehaviorsisnotaseasily accomplishedorobjectiveasovertbehaviors,understandingthestutterersbelief systemisessentialforunderstandinghowtoproceedintherapy(Perkins.I.,1990& Cooper&Cooper,1985).

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EmotionalReactionEachstutterersreactiontobothfluentanddysfluentspeechis unpredictable. Thefearoffluencymaybeasgreatasthefearofstuttering.Students maybecomewithdrawn,aggressive,passive,hostileordepressedbytheirmannerof speech.SLTsneedawindowintothesefeelingstohelpconstructaneffectivetherapy plan. AvoidanceStutterersmaynotonlytendtoavoidproductionoffearedsoundsorwords, butalsosituationsandencounterswithspecificpeople.Regardlessofthetypeof therapyinwhichthestuttererisinvolved,clinicianswillalmostalwaysaskthestuttererto engageinfearedsituations.Byhavinganunderstandingofwhatiscurrentlybeing avoided,SpeechLanguageTherapists(SLTs)candesignaprogramthatcaneventually confronttheseavoidances. ExpectationofStutteringToalargeextent,weareaproductofourpastexperiences. Stuttererswhoexpecttostuttermaybeengaginginaselfdefeatingexerciseregardless ofthetherapeutictechniquestaughttothembytheirSLT.Byunderstandingtheextent towhichastuttererbelievesthatcontrolandnormalcommunicationareimpossible, SLTscanbeginaddressingtheproblem. ExpectationofFluencyItisimportanttodetermineifthestuttererbelievesthatsome formofcontroloverspeechispossible.Theexpectationthatonecanbefluentisan indicationthattheuseoffluentspeechisapossibilityforthatperson. MotivationChangesinlongtermbehaviorscanbedifficulttoaccomplish,whetherthey involvebehaviorssuchassmoking,procrastinationorstuttering.Assessmentsof motivationarelesslikelytoinvolvegeneralquestionsofwhethertheindividualwouldlike todevelopfluencyandmorelikelytoexaminetheextentofcommitmentandeffortan individualiswillingtomaketoaffectbehavioralchange. SelfPerceptionHowanindividualseeshimself/herselfisimportantinthestructuringof interventiongoalsandobjectives.Consequently,differentinstructionalprotocolsmaybe developedfortwoindividualswhohavesimilarcovertbehaviorsbutwhodiffer dramaticallyonthedegreeofseverityeachperceives. MeasurementProcedures Thetwomostcommonwaystoobtaininformationabouthowastutterersbeliefscan affectspeecharetheinterviewanduseofthequestionnaires.Questionnairesmay requireeitherforcedchoiceanswersorratingscaleevaluations.Examplesofforced choicequestionsareonesthatcanbeansweredwithyesorno,orthosethatrequire thestutterertochoosebetweenselfdescriptivestatements,suchasamildstuttereror aseverestutterer.Aratingquestionasksthestutterertodescribehisorher perceptionsthroughtheuseofascalewithendpointssuchascalmandanxious, mildandsevere,orstronglyagreeandstronglydisagree.Itisimportanttorealize thattheanswersderivedfromthesetestinstrumentsdonotnecessarilyprovideapicture ofreality,butratherdescribehowstutterersviewthemselveswithintheirworld.

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CovertAssessmentProtocols StutterersSelfRatingsofReactionstoSpeechSituationsThisinstrumenthasbeenin usesince1955andisdescribedindetailbyWilliams(1978).Thestuttererisaskedto listhis/herreactionsto40commonspeakingsituationsonfourparameters:avoidance, reaction,stuttering,andfrequency.Eachreactionisscaledona1to5continuum. Shumak(1955)foundthattheseselfratingsandcategoriestendedtointeractintermsof theseverityofthestutteringproblemandthestudentsperceptionsofdifficulty. PerceptionsofStutteringInventory(PSI) Woolf(1967)devisedthis60itempaperand penciltestbatterythatseekstomeasureastudentsawarenessofstruggle,avoidance, andexpectancybehaviorsthatcomprisehis/herstuttering.Asthestudentchecks whetherstatementsareresponsescharacteristicofme,apatternwillemergeasto howthestudentperceiveshis/herstuttering.QuestionssuchasIavoidtalkingto peopleinauthorityorIrearrangewhatIplantosaytoavoidahardwordreveal avoidancetendenciesindailycommunication,whereasselectionofitemssuchasI makemyvoicesofterorlouderbeforestutteringrevealsexpectancylevels.Selectionof responsessuchasImakesuddenjerkyorforcefulmovementswithmyhead,arms,or bodyduringspeechrevealanawarenessorperceptionofstrugglingbehaviors.These perceptionsmayexistthroughoutintervention.Aprofilewillemergebysimplytotaling thenumberofresponsestothe20questionsineacharea. StutteringProblemProfileDesignedbySilverman(1980),theStutteringProblem ProfileisdesignedtohelptheSLTdefineinterventiongoalsimportanttothestudent. Eightysixstatementsareevaluatedbythestudenttohelpdetermineinwhichareasthe stuttererismostmotivatedtoimprove.Theauthorsuggeststhatthevalueofthis 1 instrumentisindesigninginterventionprograms. INTERPRETINGANDREPORTINGEVALUATIONRESULTS Thechildexhibitsdysfluenciesduringconnectedspeechinatleastoneofthefollowing areas,withaccompanyingadverseeffectoneducationalperformance: 1. Frequencyand/orDurationalMeasurementsofDysfluencies(basedonaspeech sampleof200syllables,200wordsor10minutes)in1ormoresettings: a)morethan2%atypicaldysfluencies,withorwithoutthepresenceofstruggle behaviorsor b)morethan5%atypicaldysfluencies,withorwithoutthepresenceofstruggle behaviors,covertstutteringbehaviorsorcopingmechanisms,orwiththe presenceofoneormoreriskfactors. 2. Rateofspeechatleast+1.5standarddeviationsfromthemean. 3. Speechnaturalnessoutsidethenormalrangeof3.0forchildrenand2.122.39for adolescents/adultsona9pointnaturalnessratingscale.

Source:Culatta,R.andGoldberg,S.,StutteringTherapy:AnIntegratedApproachtoTheoryandPractice.Needham Heights,MA.AllynandBacon.1995,8488

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USINGTHEFLUENCYSEVERITYRATINGSCALE TheFluencySeverityRatingScaleistobeusedasatoolafteracompleteassessment ofthestudentsfluencyperformance.Thescaleisdesignedtoassisttheexaminerwith interpretationanddocumentationoftheresultsofassessmentfindingsintermsof severityorintensity.Thisscaleisnotadiagnosticinstrumentandshouldnotbeusedin theabsenceofassessmentdata. Inordertobeidentifiedasastudentwithaspeechimpairmentwithfluencydifficulties, dysfluenciesmustbedeterminedtohaveanadverseeffectoneducational performance.Theratingscaleservesthreepurposes: 1. todocumentthepresenceofdysfluentbehaviorsandtheirdegree(Mild,Moderate, Severe), 2. toindicatetheabsenceorpresenceofadverseeffectsoneducationalperformance, and 3. todeterminewhetherornotthestudentmeetseligibilitystandardsforaspeech impairmentinfluency. Educationalperformancereferstothestudentsabilitytoparticipateintheeducational processandmustincludeconsiderationofthestudentssocial,emotional,academic, andvocationalperformance.Thepresenceofspeechdysfluenciesdoesnot automaticallyindicateanadverseaffectonthestudentsabilitytofunctionwithinthe educationalsetting.Thedysfluenciesmustbeshowntointerferewiththestudents abilitytoperformintheeducationalsettingbeforeadisabilityisdetermined.Theeffect oneducationalperformanceis,therefore,bestdeterminedthroughclassroom observation,consultationwithclassroomandspecialeducationteachers,andinterviews withparentsandthestudent.Teacherchecklistsareusefulfordeterminingspecifically howthedysfluenciesaffecteducationalperformance.

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Page1of2

ParentInputFluency
StudentsName________________________________DateofBirth______________ FormCompletedBy____________________RelationshiptoStudent_______________ Address___________________________________________Phone______________
1. Giveapproximateorexactdatewhenstutteringwasfirstnoticed.______________________ __________________________________________________________________________ 2. Whonoticedthestutteringfirst?________________________________________________ 3. Inwhatsituationwasitfirstnoticedorcommentedupon?Underwhatcircumstancesdidit occur?____________________________________________________________________ __________________________________________________________________________ 4. Atthetimewhenstutteringwasfirstnoticed,didthestudentseemtobeawareofthefactthat s/hewasspeakinginadifferentmanner?________________________________________ __________________________________________________________________________ 5. Dids/heevershowsurpriseorbewildermentafters/hehadtroubleonaword?Ifso,howdid s/heshowsuchreactions?____________________________________________________ __________________________________________________________________________ 6. Wasthereanawarenessofstuttering,bythestudentinanywayatfirst?Ifso,amplifyyour answer.Afterhavingalotoftroubleonaword,wereanyofthefollowingbehaviorsobserved? CircleorCheckthosethatapply.Provideadditionalexplanationinspacesprovided. a. Suddenlystoppedtrying:__________________________________________________ b. Suddenlyleftthespeakingsituation:_________________________________________ c. Shoutedtheword/Cried/Hitsomeone/Smashedsomething/Spituponsomebody/Hid his/herface/Laughed/Didsomethingelse:____________________________________ d. Seemedtobealittlemorecarefulwithhis/herspeechinattemptingwordsonwhichs/he haddifficulty:qYES qNO How? By lowering voice/ By slowing down/ By ceasing other bodily activity for the moment/ By looking straight ahead of him/her for the moment/ By shifting his/her gaze awayfromthelistener/Inanyotherway?_____________________________________ _______________________________________________________________________ _______________________________________________________________________

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Page2of2

7. Whatattemptshavebeenmadetocorrectthestuttering?____________________________ __________________________________________________________________________ 8. Atthetimewhenstutteringwasfirstnoticed,wastheremoretroubleexhibitedinsome situationsthaninothers?Ifso,whatwerethey?___________________________________ __________________________________________________________________________ 9. Didstutteringoccurmoreoftenwhenspeakingwithcertainpeople?Who?_______________ __________________________________________________________________________ 10. Werethereanytopicsofconversationwithwhichs/hehadmoretrouble?_______________ __________________________________________________________________________ 11. Didexcitementseemtocausemorestuttering?____________________________________ __________________________________________________________________________ 12. Dids/hetalktostrangerswithlesstroublethantopeoples/heknewwell?_______________ __________________________________________________________________________ 13. Atthetimewhenstutteringbegan,didfatigue,fear,illness,orpressingneedfor communicationseemtocausemoretrouble?_____________________________________ __________________________________________________________________________ 14. Sincethestutteringfirstbegan,hastherebeenanychangeinthestutteringsymptoms? __________________________________________________________________________ __________________________________________________________________________ 15. Didyounoticeagradualincreaseinstuttering?____________________________________ __________________________________________________________________________ 16. Werethereanyinstancesinwhichthenumberoftroublesomewordsandnumberof repetitionssuddenlyincreased?________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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TeacherInputFluency
Student:__________________________________Birthdate______________Age:_________ Teacher:____________________School:_____________________Grade_________________
Yourobservationsoftheabovestudentsspeechfluencywillhelpdetermineiftheproblemadverselyaffects educationalperformance.Checkallitemsthathavebeenobserved.PleasereturnthecompletedformtotheSpeech LanguageTherapist.

1. Doesthestudenthavecharacteristicsassociatedwithstuttering(e.g.,part orwholewordrepetitions,silentblocks,soundorwordprolongations)? 2. Arethestutteringcharacteristicsaccompaniedbyotherbehaviors (e.g.,tensionintheuppertrunk,headandneck,facialtics,bodymovements)? 3. Doesstutteringmakeitdifficulttounderstandthecontentofhis/herspeech? 4. Doesthestudentappeartotalklessintheclassroombecauseofstuttering? 5. Doesthestudentavoidverbalparticipationduringclassroomactivities? 6. Doesthestudentavoidverbalparticipationinsocialsituations? 7. Doyouthinkthestudentisawareofhis/hercommunicationproblems? 8. Havethestudentsparentstalkedtoyouabouthis/herfluencydisorder?

Yes ____ ____ ____ ____ ____ ____ ____ ____

No ____ ____ ____ ____ ____ ____ ____ ____

qInmyopinionthesebehaviorsdonotadverselyaffecteducationalperformance. qInmyopinionthesebehaviorsdoadverselyaffecteducationalperformance.

Doyouhaveotherobservationsrelatingtothisstudentscommunicationskills?

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

qYES qNO Itismyopinionthatthesebehaviorsadverselyaffectthestudentseducationalperformance. Ifyes,provideexplanation:___________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

TeachersSignature:______________________________

Date:__________________

AdaptedfromStandardsforthedeliveryofspeechlanguageservicesinMichiganpublicschools,MichiganSpeechLanguage HearingAssociation(1985)

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TeacherInputFluencyChecklistforPreschoolers
Student__________________________________Birthdate______________Age:______ Teacher_____________________School____________________Grade______________
Yes 1. Doesthestudentstuttermoreincertainsituations? Describe__________________________________________ __________________________________________________ 2. Doesthestudentrepeatwholewords? Doesthestudentrepeatbeginningsounds? 3. Doesthestudentsspeechcontainfillerspeechsuchasum,oh,etc.? 4. Doesthestudentappearfrustratedwhens/hecommunicates? 5. Doesthestudentexhibitexcessivebehaviorssuchaseyeblinking, noticeablefacialtension,orextraneousbodymovements? 6. Doesthestudenthavenoticeablepitchvariations? ____ No ____

____ ____

____ ____

____ ____

____ ____

____

____

____

____

qYES qNO Itismyopinionthatthesebehaviorsadverselyaffectthestudentseducationalperformance. Ifyes,provideexplanation:___________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

TeachersSignature_____________________________________

Date______________

Source:MichiganDepartmentofEducation

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ContinuumofDysfluentSpeechBehavior
MoreUsual
1) TypicalDysfluencies Hesitations(silentpauses)

Interjectionofsounds,syllablesorwords

Revisionsofphrasesorsentences

Phraserepetitions

_________(3)
Onesyllablewordrepetitions Twoorlessrepetitionsperinstance Evenstress,notension

C R O S S O V E R B E H A V I O R S

Stuttering
2) AtypicalDysfluencies Onesyllablewordrepetition Threeormorerepetitionsperinstance orunevenstress

Partwordsyllablerepetitions Threeormorerepetitionsperinstance orunevenstress

_ _ _ _ _
Soundrepetitions

Prolongations

Blocks

Increasedtensionnoted e.g.,tremoroflipsorjaworvocaltension

MoreUnusual
Source:HugoGregory,Ph.D.,ProfessorEmeritus,andDianeHill,M.A.,ClinicalInstructor,NorthwesternUniversity.Fromhandbook forprogram,StutteringTherapyWorkshopforSpecialists.July617,1992.

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TypesofDysfluencies
OBSERVABLECHARACTERISTICSOFSTUTTERING

Behavior
Hesitation Brokenwords Repetition

Definition
Anynontensebreakinthe forwardflowofspeech

Example
I___amgoinghome.

Withunacceptablewithinword Partiallyutteredwords: hesitations Iamg__oinghome. Repeatedutterancesofparts ofwords(PWR),words(WR), andphrases(PR) Useofsounds,syllables,and wordsthatareindependentof contextofutterance Unacceptablyprolonged sounds,usuallyatthestartof aword Distortionoftheprosodic elementswithinaword,with improperstress,timing,or accenting Audiblemanifestationof abnormalbreathingor musculartighteningbetween words,partsofwords,or interjections Grammaticalorcontent Iamggoing.(PWR) Iamamgoing.(WR) lamlamgoing(PR) Iereramuhgoing.

Interjections

Prolongedsounds

Iamssssolate

Dysrythmicphonation

Iamgoing(risinginflection) home.

Tension

Iam(forcedbreathing)going home.

Revisions,modifications Incompletephrases

Iam,Iwasgoing.

Failuretocompleteaninitiated Iambutnottoday. unitofspeech

AdaptedfromWilliams,D.E.,Dailey,F.L.&Spriesterbach,D.D.(1978),DiagnosticMethodsinSpeechPathologyNew York:Harper&Row. FromCulatta,R,andGoldberg,S.,StutteringTherapy:AnIntegratedApproachtoTheoryandPractice.Needham Heights,MA:AllynandBacon,1995.

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StutterersSelfRatingsofReactionstoSpeechSituations
Page1of3

Name___________________________________Age____________Sex________ Examiner_________________________________Date_____________________
Aftereachitemputanumberfrom1to5ineachofthefourcolumns. StartwithrighthandcolumnheadedFrequency.Studythefivepossibleanswerstobemadein respondingtoeachitemandwritethenumberoftheanswerthatbestfitsthesituationforyouineach case.Thus,ifyouhabituallytakeyourmealsathomeandseldomeatinarestaurant,certainlynotas oftenasonceaweekwritethenumber5intheFrequencycolumnoppositeitemNo.1,Orderingina restaurant.Inlikemannerrespondtoeachoftheother39itemsbywritingthemostappropriatenumber intheFrequencycolumn.Whenyouhavefinishedwiththiscolumnfolditundersoyoucannotseethe numbersyouhavewritten.Thisisdonetokeepyoufrombeinginfluencedundulybythenumbersyou havewrittenintheFrequencycolumnwhenyouwriteyourresponsestothe40situationsintheStuttering column. Now,writethenumberoftheresponsethatbestindicateshowmuchyoustutterineachsituation.For example,ifinorderingmealsinarestaurantyoustuttermildly(foryou),writethenumber2inthe StutteringcolumnafteritemNo.1.Inlikemannerrespondtotheother39items.Thenfoldunderthe Stutteringcolumnsoyouwillnotbeabletoseethenumbersyouhavewritteninitwhenyoumakeyour responsesintheReactioncolumn. Followingthesameprocedure,writeyourresponsesintheReactioncolumn,folditunder.And,finally, writeyourresponsesintheAvoidancecolumn.

AdaptedfromJohnson,W.,Darley,FI.,&Spriestersbach.DiagnosticMethodsinSpeechPathology.NewYork:Harper&Row. 1978,pp.288290,asadaptedfrom:Culatta,R.andGoldberg,S.:StutteringTherapy:AnIntegratedApproachtoTheoryand Practice.NeedhamHeights,MA.AllynandBacon.1984,8789. ED4076Rev.07.09 DepartmentofEducation Speech:FluencyResourcePacket

Page2of3

Numbersforeachofthecolumnsaretobeinterpretedasfollows:

A. Avoidance 1. 2. 3. 4. 5. Inevertrytoavoidthissituationandhavenodesiretoavoidit. Idonttrytoavoidthissituation,butsometimesIwouldliketo. MoreoftenthannotIdonottrytoavoidthissituation,butsometimesIdotrytoavoidit. MoreoftenthannotIdotrytoavoidthissituation. IavoidthissituationeverytimeIpossiblycan.

B. Reaction 1. Idefinitelyenjoyspeakinginthissituation. 2. Iwouldratherspeakinthissituationthannot. 3. ItshardtosaywhetherIdratherspeakinthissituationornot. 4. Iwouldrathernotspeakinthissituation. 5. Iverymuchdislikespeakinginthissituation.

C. Stuttering 1. Idontstutteratall(oronlyveryrarely)inthissituation. 2. Istuttermildly(forme)inthissituation. 3. Istutterwithaverageseverity(forme)inthissituation. 4. Istuttermorethanaverage(forme)inthissituation. 5. Istutterseverely(forme)inthissituation.

D. Frequency 1. ThisisasituationImeetveryoften,twoorthreetimesaday,orevenmore,onthe average. 2. Imeetthissituationatleastonceadaywithrareexceptions(exceptSunday,perhaps). 3. Imeetthissituationfromthreetofivetimesaweekontheaverage. 4. Imeetthissituationonceaweek,withfewexceptions,andoccasionallyImeetittwicea week. 5. Irarelymeetthissituationcertainlynotasoftenasonceaweek.

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Page3of3 Avoidance 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. Orderinginarestaurant Introducingmyself(facetoface) Telephoningtoaskprice,trainfare,etc. Buyingplane,trainorbusticket Shortclassrecitation(tenwordsorless) Telephoningfortaxi Introducingonepersontoanother Buyingsomethingfromstoreclerk Conversationwithgoodfriend Talkingwithaninstructorafterclassorinhisoffice LongdistancetelephonecalltosomeoneIknow Conversationwithmyfather Askinggirlfordate(ortalkingtomanwhoasksmeforadate) Makingshortspeech(oneortwominutes)infamiliarclass Givingmynameoverthetelephone Conversationwithmymother AskingasecretaryifIcanseeheremployer Goingtohouseandaskingforsomeone Makingaspeechtounfamiliaraudience Participatingincommitteemeeting Askinginstructorquestioninclass Sayinghellotoafriendgoingby Askingforajob Tellingapersonamessagefromsomeoneelse Tellingafunnystorywithonestrangerinacrowd Parlorgamesrequiringspeech Readingaloudtofriends Participatinginabullsession Dinnerconversationwithstrangers Talkingwithmybarber(orbeautyoperator) Telephoningtomakeappointmentorarrangemeetingplacewith someone Answeringrollcallinclass Askingatadeskforabookorcardtobefilledout TalkingwithsomeoneIdontknowwellwhilewaitingforbusor class,etc. Talkingwithotherplayersduringagame Takingleaveofahostess Conversationwithafriendwalkingalongthestreet Buyingstampsatpostoffice Givingdirectionsorinformationtostrangers Takingleaveofagirl(boy)afteradate Reaction Stuttering Frequency

TOTAL Average Numberof1s Numberof2s Numberof3s Numberof4s Numberof5s

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1 PerceptionsofStutteringInventory(PSI)

Name____________________________Age______S___ A___ E___ Examiner_________________________Date________________

Directions
Herearesixtystatementsaboutstuttering.Someofthesemaybecharacteristicofyourstuttering.Readeach itemcarefullyandrespondasintheexamplebelow.

Characteristicofme ________ Repeatingsounds. Putacheckmark()undercharacteristicofmeifrepeatedsoundsispartofyourstutteringifitis notcharacteristic,leavethespaceblank. Characteristicofmerefersonlytowhatyoudonow,nottowhatwastrueofyourstutteringinthe pastandwhichyounolongerdo,andnotwhatyouthinkyoushouldorshouldnotbedoing.Evenif thebehaviordescribedoccursonlyoccasionallyoronlyinsomespeakingsituations,ifyouregardit ascharacteristicofyourstuttering,checkthespaceundercharacteristicofme. Characteristicofme 1. _______Avoidingtalkingtopeopleinauthority(e.g.,teacher,employer,orclergyman)(A) 2. _______Feelingthatinterruptionsinyourspeech(e.g..pauses,hesitations,orrepetitions)will leadtostuttering.(E) 3. _______Makingthepitchofyourvoicehigherorlowerwhenyouexpecttogetstuckonwords.(E) 4. _______Havingextraandunnecessaryfacialmovements(e.g.flaringyournostrilsduring speechattempts).(S) 5. _______Usinggesturesasasubstituteforspeaking(e.g.,noddingyourheadinsteadofsaying yesorsmilingtoacknowledgeagreeting).(A) 6. _______Avoidingaskingforinformation(e.g.,askingfordirectionsorinquiringaboutatrain schedule).(A) 7. _______Whisperingwordstoyourselfbeforesayingthemorpracticingwhatyouareplanning tosaylongbeforeyouspeak.(E) 8. _______Choosingajoborahobbybecauselittlespeakingwouldberequired.(A) 9. _______Addinganextraandunnecessarysound,wordorphrasetoyourspeech(e.g.,uh,well,or letmesee)tohelpyourselfgetstarted(F) 10. _______Replyingbrieflyusingthefewestwordspossible.(A) 11. _______Makingsuddenjerkyorforcefulmovementswithyourhead,armsorbodyduringspeech attempts(e.g.,clinchingyourfistorjerkingyourheadtooneside)(S)

FromWolf,G.(I967).PerceptionsofStuttering~Inventory.BrJDisordersCommon.2.158177.Culatta,R.andGoldberg,S.Stuttering Therapy:AnIntegratedApproachtoTheoryandPractice.NeedhamHeights,MA.AllynandBacon,1984.pp.9092 ED4076Rev.07.09 DepartmentofEducation Speech:FluencyResourcePacket

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12. _______Repeatingasoundorwordwitheffort(S) 13. _______Actinginamannerintendedtokeepyououtofaconversationordiscussion(e.g.,beingagood listener,pretendingnottohearwhatwassaid,actingboredorpretendingtobeindeepthought)(A) 14. _______Avoidingmakingapurchase(e.g.,goingintoastoreorbuyingstampsinthepostoffice)(A) 15. _______Breathingnoisilyorwithgreateffortwhiletryingtospeak(S) 16. _______Makingyourvoicelouderorsofterwhenstutteringisexpected(E) 17. _______Prolongingasoundorword(e.g.rnrnrnrnmy)whiletryingtopushitout(S) 18. _______Helpingyourselftogetstartedtalkingbylaughing,coughing,clearingyourthroat,gesturingor someotherbodyactivityormovement(E) 19. _______Havinggeneralbodytensionduringspeechattempts(e.g.,shaking.tremblingorfeeling knottedupinside)(S) 20. _______Payingparticularattentiontowhatyouaregoingtosay(e.g.,thelengthofawordorthe positionofawordinasentence)(E) 21. _______Feelingyourfacegettingwarmandred(asifyouareblushing)asyouarestragglingtospeak (S) 22. _______Sayingwordsorphraseswithforceoreffort(S) 23. _______Repeatingawordorphraseprecedingthewordonwhichstutteringisexpected(E) 24. _______Speakingsothatnowordorsoundstandsout(e.g.,speakinginasingsongvoiceorina monotone)(E) 25. _______Avoidingmakingnewacquaintances(e.g.,notvisitingwithfriends,notdating,ornotjoining social,civic,orchurchgroups)(A) 26. _______Makingunusualnoiseswithyourteethduringspeechattempts(e.g.,grindingorclickingyour teeth)(S) 27. _______Avoidingintroducingyourself,givingyourname,ormakingintroductions(A) 28. _______Expectingthatcertainsounds,lettersorwordsaregoingtobeparticularlyhardtosay(e.g., wordsbeginningwiththeletterp)(E) 29. _______Givingexcusestoavoidtalking(e.g.,pretendingtobetiredorpretendinglackofinterestina topic)(A) 30. _______Runningoutofbreathwhilespeaking(S) 31. _______Forcingoutsounds(S) 32. _______Feelingthatyourfluentperiodsareunusual,thattheycannotlast,andthatsoonerorlateryou willstutter(E) 33. _______Concentratingonrelaxingornotbeingtensebeforespeaking(E) 34. _______Substitutingadifferentwordorphrasefortheoneyouhadintendedtosay(A)
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35. _______Prolongingoremphasizingthesoundprecedingtheoneonwhichstutteringisexpected(E) 36. _______Avoidingspeakingbeforeanaudience(A) 37. _______Strainingtotalkwithoutbeingabletomakeasound(S) 38. _______ Coordinating or timing your speech with a rhythmic movement (e.g.. lapping your feet or swingingyourarm) 39. _______Rearrangingwhatyouhadplannedtosaytoavoidahardsoundorword(A) 40. _______Puttingonanactwhenspeaking(e.g.,adoptinganattitudeofconfidenceorpretendingto beangry)(E) 41. _______Avoidingtheuseofthetelephone(A) 42. _______Makingforcefulandstrainedmovementswithyourlips,tongue,jaworthroat(e.g.,moving yourjawinanuncoordinatedmanner)(S) 43. _______Omittingaword,partofawordoraphrasewhichyouhadplannedtosay(e.g.,wordswith certainsoundsorletters)(A) 44. _______Makinguncontrollablesoundswhilestrugglingtosayaword(S) 45. _______Adoptingaforeignaccent,assumingaregionaldialect,orimitatinganotherpersonsspeech(E) 46. _______ Perspiring much more than usual while speaking (e.g., feeling the palms of your hands gettingclammy)(S) 47. _______ Postponing speaking for a short time until certain you can be fluent (e.g., pausing before hardwords)(E) 48. _______ Havingextraandunnecessary eyemovements whilespeaking(e.g.,blinkingyoureyesor shuttingyoureyestightly)(S) 49. _______Breathingforcefullywhilestrugglingtospeak(S) 50. _______Avoidingtalkingtoothersofyourownagegroup(yourownortheoppositesex)(A) 51. _______Givingupthespeechattemptcompletelyaftergettingstuckorifstutteringisanticipated(A) 52. _______Strainingthemusclesofyourchestorabdomenduringspeechattempts(S) 53. _______Wonderingwhetheryouwillstutterorhowyouwillspeakifyoudostutter(E) 54. _______Holdingyourlips,tongue,orjawinarigidpositionbeforespeakingorwhengettingstuck onaword(S) 55. _______Avoidingtalkingtooneorbothofyourparents(A)

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56. _______ Having another person speak for youin a difficult situation (e.g., having someonemake a telephonecallforyouororderforyouinarestaurant)(A) 57. _______Holdingyourbreathbeforespeaking(S) 58. _______Sayingwordsslowlyorrapidlyprecedingthewordonwhichstutteringisexpected(E) 59. _______Concentratingonhowyouaregoingtospeak(e.g.,thinkingaboutwheretoputyourtongue orhowtobreathe)(E) 60. _______Usingyourstutteringasthereasontoavoidaspeakingactivity(A)

From Wolf, G. (I967). Perceptions of Stuttering~ Inventory. Br J Disorders Common. 2. 158177. Culatta, R. and Goldberg, S. StutteringTherapy:AnIntegratedApproachtoTheoryandPractice.NeedhamHeights,MA.AllynandBacon,1984.pp.9092

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1 StutteringProblemProfile(SPP)

NAME:___________________________________AGE:___________DATE:____________ SCHOOL:_____________________________________________________________________
2 Instructions Onthefollowingpagesisalistofstatementsmadebystutterersabouttheirstutteringproblem followingaperiodoftherapy.InordertohelpyouandyourSpeech/LanguageTherapistto definegoalsforintervention,pleasecirclethenumbersofthosestatementsthatyouwouldlike tobeabletomakeattheterminationoftherapythatyoudontfeelyoucanmakenow..Ifthere arestatementsyouwouldliketobeabletomakethatarentincludedinthelist,writethemon thelastpage.

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.

Iamusuallywillingtostutteropenly. Ihavelearnedtospeakonexhalationratherthanoninhalation. Idontusuallyhavetroublewiththefirstsoundsofwords. Inolongerhaveagreatdealofdifficultyspeakinginschool. Iamabletogivemyselfassignmentsandcarrythemouttomyownsatisfaction. Iamusuallywillingtousethetelephone. Iamascheerfulasmostpeople. Idontusuallyexperienceagreatamountoftensionandfeelingofpanicbeforespeakingengagements. Irepeatsounds,syllablesandwordsinfrequently. Ihaveastrongdesiretodosomethingaboutmystutteringproblem. Iusedtobequietandshy.NowItendtobeoutgoing. Myattitudetowardmystutteringisnolongeroneofembarrassment. Iamnotinarushtorespondwhentalkingwithpeople. Idontusuallyexperienceemotionaldepressionafterstutteringinfrontofotherpeople. Icanusuallycontroltheleveloftensingwheninvolvedinspeakingsituations. Icanreadrelativelyfluently. Ihavelearnedtolivewithmyproblem. Ihavelearnednottobeafraidofpeople. Inolongerhavethefeelingthatstutteringisamiserableabnormality. Iamputtingmoreemphasisoncommunicationthanonwords. Ihavelearnedhowtostutterinawaythatismoreacceptabletothelistener. Ihavegainedabetteroverallunderstandingoftheproblem. IamconfidentthatifIworkatit,Icandosomethingaboutmystuttering. Iunderstandhowfluentspeakersreacttostutterersandwhy. Iusuallydontholdmyselfbackfromtalkingwhenwithagroupofpeople. IamnotasashamedasIusedtobebecauseofmystuttering. Iusuallydontstuttermuchwhengivingaformalreporttoagroupofpeople. Ihavegainedincreasedcouragetoparticipateinconversations,answerphonecallsandtalktostrangers. Iamreasonablytolerantofnonfluencyingeneral. Iusuallydontavoidfearedwordsandsituations. Inolongerhaveafeelingofhopelessnessaboutmystutteringandthe factthatIamastutterer. Mymentalattitudetowardmystutteringhaschanged. MypresentattitudeistrueacceptanceofthefactthatIamastutterer. Italkasmuchasmostpeople. Whenaroundotherpeople,Idontusuallyholdbackmyfeelingsbecauseoffearofstuttering.

FromSilverman,F.(1980).Thestutteringproblemprofile:Ataskthatassistsbothclientandclinicianindefiningtherapygoals. JournalofSpeechandHearingDisorders45(1).119123.ReprintedwithpermissionofASHAandtheauthor. 2 Source: Culatta,R.andGoldberg,S.,StutteringTherapy:AnIntegrated.ApproachtoTheoryandPractice.NeedhamHeights,MA: AllynandBacon,1984.pp9395.

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36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87.

Iusuallyamnotpreoccupiedwithmyself. Iamusuallywillingtodiscussmyproblemwithotherpeople. Inolongerobjecttomytherapyprogram. Ihaveexpandedmyactivities,bothsocialandbusiness. IusuallydonthavestrongfeelingsofshameandembarrassmentwhenIblock. InowfeelIcouldchangewhatIdowhenIstutterifIwouldwakeupanddoit. Inolongeranticipatestutteringoncertainsounds. IamconvincedthatIcantalkwithouthavingtostruggle. IdontusuallybecomeveryanxiouswhenIhavetoinitiateaphonecall. Mybreathingwhilespeakingusuallyisntirregular. WhenIstutter,relatedmovementssuchashandjerksandeyeblinkingsrarelyoccur. Inolongerspeakatanexcessiverate. Iusuallyamnotafraidofpublicreading. Ifinditrelativelyeasytoaskaclerkforsomethinginastore. IcanpurposelyspeakthewayIwantinthemajorityofsituations. IwouldbewillingtobecomeanofficerinaclubwhereIwouldhavetogivespeeches. Ihavelearnedthatspeakingcanbeanenjoyableexperience. Idontusuallyworryaboutenteringspeakingsituations. Idontusuallybecomeextremelydepressedwheninaperiodofregressioninmyspeech. InolongerconsidermyselfanodditybecauseIstutter. IusuallyamwillingtosaywhatIfeellikesaying. Iusuallyamnotafraidtostutterinfrontofpeople. Myselfconfidencehasincreasedconsiderably. Itdoesntbothermetohearotherstutterersspeak. ItrytoavoidchangingwordsIthinkIwillstutteron. WordsthatIusedtouseasstartershaveallbutcompletelydisappeared. Iamgettinginvolvedinmanyspeakingsituations. IbelieveIcanovercomemyproblemtotheextentIcanlivecomfortablywithit. Ilookuponmystutteringassomethingthatcanbechangedormodified. Ihaveasmanyfriendsasmostpeople. Ihavelearnedtomodifysomeoftheovertbehavior(e.g.,facialgrimaces). Iamrelativelyrelaxedinspeakingsituations. IamsureIcancompletelyconquertheproblem. Irecognizetheworthofexperimentingandplayingaroundwithmystuttering. Idontusuallyexperiencefeelingsoffailurewheninaperiodofregressioninmyspeech. InolongertrytoavoidlookingatthepersonwithwhomIamtalkingwhileIamstuttering. Inowrarelyanticipatestuttering. IfeelthatIhavelearnedtoacceptthefactIstutter. Ihavequitbeingalonewolf. Idonotreactviolentlytomynonfluencies. IfeelfairlyconfidentIcandosomethingaboutmystuttering. IhavefinallyacceptedthefactIamastutterer.BeforeIneverfeltlikeIwasoneandalwaystriedtohideit. IpushmyselftoentersituationsinwhichIknowIwillstutterinsteadofavoidingthem. Iprobablytalktoasmanypeopleasmostpersons. Iamusuallywillingtomodifymystutteringblocksoutsidethetherapysituationinthemannerrecommended bymytherapist. IusuallydontworryverymuchaboutthereactionsofotherswhenIhaveaspeechblock. Iampayingmoreattentiontomystrengthsthanmyweaknesses. Itendtoberelativelyrelaxedwhengivingaformalreporttoagroupofpeople. Iusuallyamnotafraidtoapproachpeopleandtalktothem. Irealizethatimprovingmyspeechmustbeadaytodayaffairwithspecificgoalsandassignmentssetup. Ihaveacceptedacertainamountofnontluencyasnormalspeechbehavior. Ireciteintheclassroomasmuchasmoststudents.

AdditionalStatements(PleaseMakeonSeparatePage)
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NaturalnessRatingScaleInstructions
SchoolAgeChildren Collecttwospeechsamples(speakingandreading).A5minutesampleispreferred,buta3minute sampleisacceptable. Stutteringmayinterferewithrateofspeechduringspeakingand/orreading.PetersandGuitar(1991) measuredtheratesofspeechinchildrenduringtheirconversationsabouthobbies,Christmas,school andhomeactivities.Theycalculatednormalpausesintheconversationalspeechsamples,but excludedlongpausesforthoughtthatweremorethan2seconds.Theyprovidedthefollowingranges forspeechrates: Age 6years 8years 10years 12years Range 140175syllablesperminute 150180syllablesperminute 165215syllablesperminute 165220syllablesperminute

AdolescentsandAdults PetersandGuitar(1991)recommendcollectinga5minutesampleofconversationalspeechanda5 minutereadingsample.AndrewsandLngham(1971)reportthefollowingnormalspeakingrates. DarleyandSpriestersbach(1978)reportthefollowingnormalreadingrates.

Adolescent/Adult SpeechRates SpeakingRates ReadingRates

*Mean196

(WPM)WordsperMinute (Range) 115165 150190

(SPM)Syllablesper Minute(Range) 162230* 210265

Peters,T.J.andGuitar,B.Stuttering:AnIntegratedApproachtoItsNatureandTreatment.Baltimore:WilliamsandWilkins, 1991.Andrews,G.andLngham,R.StutteringConsiderationsintheEvaluationofTreatmentBritishJournalofCommunication Disorders,1971:6,129138.Johnson,W.,Darley,FL.,andSpriestersbach,D.C.,DiagnosticMethodsinSpeechPathology. NewYork,Harper&Row,1978.

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NaturalnessRatingScale
DateofSample ________________________ StudentsName _______/______ PreTest/PostTest _____________________ Ongoing

Timein Sample

Highly Natural

:15seconds :30 :45 1:00 1:15 1:30 1:45 2:00 2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00 4:15 4:30 4:45 5:00 TOTAL:

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

Meanforadultnonstutterers*=2.122.39** Setting:________Conversation:________Monologues:________ Rater:___________________

*Maybeusedforadolescents **3.0isthemeanforchildren(intheexperienceofJ.Ingham.1998)

(CheckOne)Monologue____NaveListener____SLT____

Source:Balcom,P.etal.1993.AdaptedfromMartin,HaroldsonandTriden.1984,(Martinetal.1984andInghametal.1985)

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