Classmates' Presentations

(missing Rukhsana, Ava, Nayasia, Kameron, & Iman's articles)

Hajar — Resilience & Stuttering

What did the study on resilience and stuttering find?
A: Higher resilience = lower adverse impact of stuttering.

What are the 2 types of resilience?
A: Personal (self-esteem, self-efficacy, autonomy, problem-solving) + External (family/environmental support and resources).

What should SLPs do based on this study?
A: Build personal resilience and increase external/family support.

👉 Remember: Hajar = RESILIENCE

Ashley G — CBT & Stuttering

What did the CBT study examine?
A: Whether 8 weeks of CBT could reduce stuttering severity and social anxiety in children who stutter.

What were the results?
A: Both stuttering severity and social anxiety improved significantly.

How does CBT help?
A: By reducing anxiety, avoidance, and negative thought patterns.

👉 Remember: Ashley G = CBT → ↓ anxiety + ↓ stuttering

Vanessa S — Family Support

What family behaviors were considered positive support?
A: Patience, empathy, and finding outside resources.

What family behaviors were considered negative support?
A: Making fun of them, finishing sentences, and telling them to slow down.

👉 Remember: Vanessa S = FAMILY SUPPORT

Melanie — Stuttering Modification

What is the main goal of stuttering modification therapy?
A: Modify stuttering moments, reduce struggle/tension, and increase acceptance/confidence rather than simply eliminate stuttering.

What did the study find?
A: Children showed meaningful improvements in their overall experience of stuttering and communication.

What did the KIDS questionnaire measure?
A: The child's perspective on the impact of stuttering.

👉 Remember: Melanie = MODIFICATION → acceptance, not elimination

Vanessa G — Bilingual Lebanese Children

What was the main question of the study?
A: Can monolingual diagnostic standards accurately identify stuttering in bilingual children?

What was the major finding?
A: Many bilingual children who did not stutter exceeded the traditional 3% SLD cutoff.

What is the clinical takeaway?
A: Assess both languages, consider language dominance, and don't rely on the 3% cutoff alone.

👉 Remember: Vanessa G = BILINGUAL DIAGNOSIS + 3% CUTOFF

Danielle — Palin PCI + ASD

What did the Palin PCI study find?
A: Palin PCI had positive effects on children with ASD/stuttering AND their parents.

Can Palin PCI be modified?
A: Yes. It can be adapted to fit the child/family (e.g., special 1:1 time doesn't have to be exactly 15 minutes).

Why is Palin PCI useful for children with ASD who stutter?
A: ASD and stuttering can have overlapping psychosocial impacts, and ASD treatment has some similar goals to Palin PCI.

👉 Remember: Danielle = PALIN PCI + ASD + PARENTS

Arianna — Bilingual Stuttering Treatment

What did the behavioral-neuro-modulation study examine?
A: Whether treating bilingual adults in their dominant vs. nondominant language affected treatment outcomes.

What happened after treatment?
A: Both groups improved, and fluency improvements transferred to the untreated language.

What does this suggest about developmental stuttering?
A: It supports a strong speech-motor component.

👉 Remember: Arianna = TREAT ONE LANGUAGE → TRANSFER TO OTHER

Angie — Bilingual Heterogeneity

What was the purpose of this study?
A: To understand typical disfluencies in bilingual children and distinguish them from stuttering.

What influences bilingual children's disfluencies?
A: Language exposure and language ability.

What is the main clinical takeaway?
A: Assess both languages and the whole child, not just monolingual fluency norms.

👉 Remember: Angie = BILINGUAL DISFLUENCY + BOTH LANGUAGES

Astrid — Cluttering & Mental Well-Being

What emotional/behavioral characteristics were associated with cluttering?
A: Anxiety, ADHD symptoms, physical symptoms, and alexithymia.

What is alexithymia?
A: Difficulty identifying and expressing emotions.

What is the big takeaway?
A: Cluttering has important emotional and psychological connections.

👉 Remember: Astrid = CLUTTERING + ANXIETY/ADHD/ALEXITHYMIA

Nina — Personal Impact of Cluttering

What areas of life can cluttering affect?
A: Physical, cognitive, social, communication, psychological, educational, and work areas.

What negative consequences can cluttering have?
A: Negative self-perception, social isolation, and misdiagnosis/delayed support.

What should SLPs consider in treatment?
A: Peer support, parents, trauma-informed care, and teacher collaboration.

👉 Remember: Nina = CLUTTERING AFFECTS THE WHOLE PERSON