Precision Fluency Shaping Programs
Precision Fluency Shaping Programs. Precision Fluency Shaping Programs. Common Features Teach skills, all teach easy onset prolongations other skills Skill progression May or may not deal with attitudes/anxiety May or may not include a transfer program. Fluency Shaping Programs.
Precision Fluency Shaping Programs
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Presentation Transcript
Precision Fluency Shaping Programs • Common Features • Teach skills, all teach • easy onset • prolongations • other skills • Skill progression • May or may not deal with attitudes/anxiety • May or may not include a transfer program
Fluency Shaping Programs ALLPrograms Focus on RETRAINING SPM Some programs focus on Attitudes and Anxiety DAF Stop Watch Work books Operant Conditioning Cooper Daly Shames & Florance
Text information (ch. 5) • 1. • 2. • 3. • 4. • 5. • 6. • 7. • 8. • 9. • 10
Selected Fluency Shaping Programs • Webster, Precision Fluency Shaping program • Cooper, Personalized Fluency Shaping Program • Daly, Freedom of Fluency • Shames and Florance, Stutter Free Speech • Easy Does It
Training Paradigm • Format: • 1. Read about the skill, comprehend it, learn vocabulary • 2. Clinician demonstrates (Example-NON- Example-Example) • 3. Client demonstrates on same paradigm • 4. Client practices under observation • 5. Client practices with periodic monitoring
Skill Progression • Principles according to Webster • build from -bottom up-respiration first • start at syllable level and continue progression • Steps • 2 second syllable stretch • Diaphragmatic Breathing • Easy Onsets • Articulatory Focus • prolongations • light contact for plosives • Combine in words • Loudness Contour • continuous phonation ‘ • Increase Rate to Slow Normal
Sound Classes • Prolong or Hold first sound • equals no articulatory movement • Practice Organized Systematically • IV Classes • Class I All Vowels • Class II All Voiced Continuants • prolong voiced continuant • Class III All Voiceless Continuants • brief prolongation on voiceless consonant, moving to voiced sound • Class IV All Plosives • light contact on plosive
Equipment for PFSP • Trainer’s Manual • Client’s Workbook • Voice Monitor • Stop Watch • Diaphragmatic Breathing Belt
Practice Sequence for Classes • Base 5, % correct 80-100 (4/5, 5/5) • Sequence • Class I ALL Vowels • Class II Voiced Continuants • Class III Unvoiced Continuants • Class IV Plosives • Items: • one syllable words • two-syllable words • RULE: HOLD THE FIRST SOUND, • except Class IV, then the second sound
Rate Progression • 2 second Syllable Stretch= 30 wpm • 1 second Syllable stretch=60 wpm • 1/2 sec Syllable delay=90 wpm • Slow Normal • within normalcy range • rate at which you can monitor targets of • breathing • easy onset • continuous phonation • articulatory control • concern for Speech Naturalness Rating
How to SLOW DOWN • RATE DAF Stop watch • 30 wpm 250msec 2 sec. Syl Str • 45 wpm 200msec • 60 wpm 150msec 1 sec Syl Str • 75 wpm 100msec • 90 wpm 50 msec 1/2 sec Syl Str
Therapy Paradigm • 1 hour session • 20 minutes instruction, independent practice • 10 minutes transfer • 20 minutes instruction, independent practice • Home Assignment • practice on same schedule • 20/10 • transfer skill with someone
Precision Fluency Shaping Transfer and Maintenance • Transfer • 1. Within Establishment program • within sessions • home assignments • 2 Transfer PHASE • specific assignments • variables: 3 of interchanges • need to record event and report • # of itransfers increases as progress dictates
Telephone Transfer • Progression • dial • after listener responds, take a comfortably full breath of air • begin your message using appropriate monitoring rate • use for 1 exchange • “What time do you close?” • record feelings • continue increasing frequency and # of exchanges
Maintenance Instructions • 1. Fluency depends on MONITORING • Therefore, NEED to practice for at always 1 year • 2. PRACTICE EVERY DAY • 3. There may be some decline in fluency • 4 Keep in contact through post cards • 5. If regression, come back for a “miniprogram”
Cooper’s Freedom From Fluency • Based on Webster’s program • 3 Parts to Program • 1. Comprehensive Evaluation which can be used alone • 2.Fluency Shaping • multiple worksheets • 3.Added Attitudinal Component • “Monkey’s On My Back”
Stutter Free Speech • Shames and Florance • Program Goal: Stuterer is responsible for his fluency through self-regulation and reinforcement • Uses DAF • starts at 250 msec. Delay and progresses • uses 3 modes • monitored and unmonitored • Addresses feelings and attitudes
Stutter Free Speech • Transfer • uses Contracts
Daly’s Freedom of Fluency • Addresses BOTH Attitudes and retrains the Speech Production Mechanism • Separate discussion
