Tips to improve stuttering from the book Stuttering foundations and clinical applications (2023) by Yairi & Carol H. Seery - both PhD researchers - page 1 until 94 (out of 500 pages)

Tips to improve stuttering from the book Stuttering foundations and clinical applications (2023) by Yairi & Carol H. Seery - both PhD researchers - page 1 until 94 (out of 500 pages) **Tips**: * Improve your syntactic growth * Don't speak too fast * It's okay to have emotions (fear, panic, shame, anger). Still try to calmly breathe * Don't avoid speaking situations * Don't hold back from talking * Don't mask stuttering with other behaviors * Don't avoid looking at listeners * Don't try to overthink or overreact * Don't think the worst of listeners * Don't use unusual voice characteristics or say things in circuitous ways * If you experience social phobia, do a social phobia course * If dual-tasking while speaking is hard, do dual-tasking and attention exercises * Improve your negative self-views and unhelpful social responses to stuttering * If you experience that you predict a stutter, do [exercises](https://www.youtube.com/results?search_query=reduce+anticipatory+anxiety) to deal with anticipatory fear **Research states**: * 80% of children recover naturally from stuttering, however, recent data is suggesting that the incidence could be 87.5% (page 65) * Children with faster articulatory rates (or shorter response time latencies) are more likely to create speech errors, thus a higher chance to gain a stutter disorder (page 57) * Adults outgrow stuttering also but in smaller percentages (page 69) * In a study, 79% of children fully recovered stuttering. None of the recovered children received any formal speech therapy; children who persisted did receive therapy (page 68) * A study indicated that near the onset of stuttering, children’s language skills averaged at or above age norms. Within 3 years post-onset, however, language performance by the children who recovered naturally did not remain above average, whereas the language of children who persisted in stuttering tended to stay above average. Children who had steeper productive syntactic growth were more likely to recover (page 74) * Most importantly, the current solid evidence contradicts the traditional depiction of the disorder as always increasing in complexity and severity. Data clearly indicate the following: 1. The most typical developmental trend of early stuttering frequency is downward, decreasing in severity. 2. The majority of children who begin stuttering recover completely without clinical intervention. * The type of emotions varies in time relative to the stuttering event: * **Prior to stuttering** — fear, dread, anxiety, panic * **During stuttering** — blankness, being trapped, panic, frustration * **After stuttering** — shame, humiliation, anger, resentment * Whereas many laypeople might believe that people stutter because they are emotional, it would appear to be just the opposite: People become emotional because they stutter. (page 89) * 40% of adults who stutter (AWS) reportedly develop social phobia (page 90) * The speech of PWS are sensitive to interference from attention-demanding tasks, especially with concurrent cognitive processes, may have clinical implications. Inasmuch as stuttering frequency increases on dual-tasks and there is evidence that attention training reduces stuttering severity in children. Dual-tasking and attention exercises may be especially suitable for the management of stuttering in bilingual people who operate simultaneously with two languages. (page 91) * Whereas lower self-esteem and social anxiety might be expected among those who stutter, some studies have surprisingly demonstrated opposite results. Self-esteem was similar, or more positive, for those who stutter than among age- and gender-matched controls (Hearne et al., 2008). * Research indicates that higher levels of self-stigma ("the negative reactions of individuals toward themselves for having certain attributes") are associated with lower levels of self-esteem, self-efficacy, and quality of life (Boyle, 2013). Therefore, it is important that clinicians strive to reduce and transform both the client’s negative self-views and deleterious social responses to stuttering. * A common belief is the tendency to expect and fear that stuttering will occur. In therapy, managing one’s cognitive responses may be important to remediation * Three patterns demonstrate its predictability, revealing rules to show that stuttering is not as random as it appears. Knowledge of these rules of stuttering occurrence may be clinically useful. (page 94) Adaptation, consistency, adjacency, and expectancy phenomena demonstrate that there are forces influencing the occurrence of stuttering (page 96) *\[adaptation refers to repeating a sentence which (according to research) makes it more fluent the second time you say it\] \[consistency refers to stuttering on the same feared letters\] \[adjacency refers to stuttering on words directly adjacent to the feared letters even if the feared letter is removed\]* **PART 2**: see this [post](https://www.reddit.com/r/Stutter/comments/10uxqr6/tips_to_improve_stuttering_from_the_book/) for the follow-up.