Tasneem Fareed Karani - Academia.edu (original) (raw)

Uploads

Papers by Tasneem Fareed Karani

South African Journal of Communication Disorders

Background The purpose of this article was to demonstrate the effectiveness of a comprehensive st... more Background The purpose of this article was to demonstrate the effectiveness of a comprehensive stuttering intervention approach on an adult male participant who stutters based on multiple assessment measures. According to Bleek et al. (2012), stuttering is a multidimensional construct characterised by: (1) overt core behaviours, such as involuntary repetitions of syllables and words, prolongations of the sound(s) during the flow of speech and blocks of airflow, and (2) covert behaviours, a variety of behavioural, physiological, cognitive and emotional reactions to the speech disruptions. In essence, stuttering can be reduced to consisting of three components: (1) core speech behaviours, (2) secondary behaviours and (3) negative feelings and attitudes (Guitar, 2013). The interaction of these three components of stuttering often leads to debilitating effects. A person who stutters (PWS) may experience a variety of emotional challenges, which include sadness, shame, guilt, anger, resentment and fear (Yaruss, 2010; Yaruss & Quesal, 2006). This often leads to feelings of negative self-regard, such as self-blame and an overall sense of negative self-worth. These attitudes may cause further negative behavioural challenges such as avoidance of stuttering instances through secondary behaviours and avoidance of participation in activities that entail any communicative interactions (Yaruss, 2010; Bleek et al., 2012). Background: For effective client outcomes, stuttering assessment and intervention approaches need to be aligned. This encompasses using assessment and intervention approaches that address the three multidimensional constructs of stuttering, namely core behaviours, secondary behaviours and negative feelings and attitudes. Objective: The study aimed to explore whether multiple assessment measures could be used to describe the effectiveness of a comprehensive stuttering intervention approach, undergirded by the International Classification of Functioning, Disability and Health (ICF) framework. Method: A single-subject case design was employed with one male adult who stutters. Data was collected by administering the Stuttering Severity Instrument-Fourth Edition (SSI-4) and Overall Assessment of the Speaker's Experience of Stuttering-Adults (OASES-A) at three testing periods (pre-intervention, immediately post-intervention and 7 months postintervention), and a semi-structured interview schedule immediately post-intervention. Descriptive statistics was used to analyse the SSI-4 and OASES-A, and thematic analysis was conducted to evaluate the participant's interview schedule responses. Results: The participant's total scores, impact scores and severity ratings of both the SSI-4 and OASES decreased across the three testing periods. The main theme of effectiveness of the comprehensive stuttering intervention to reduce aspects of disability emerged from the participant's responses. Conclusion: Evaluation of the results from the assessment measures revealed that the comprehensive stuttering intervention approach was effective in reducing the participant's core behaviours, secondary behaviours and negative feelings and attitudes. Assessment and management of fluency disorders should promote a client-specific multidimensional approach that extends beyond the core behaviours and secondary behaviours, by addressing the underlying social and emotional facets of fluency disorders.

South African Journal of Communication Disorders

Background The purpose of this article was to demonstrate the effectiveness of a comprehensive st... more Background The purpose of this article was to demonstrate the effectiveness of a comprehensive stuttering intervention approach on an adult male participant who stutters based on multiple assessment measures. According to Bleek et al. (2012), stuttering is a multidimensional construct characterised by: (1) overt core behaviours, such as involuntary repetitions of syllables and words, prolongations of the sound(s) during the flow of speech and blocks of airflow, and (2) covert behaviours, a variety of behavioural, physiological, cognitive and emotional reactions to the speech disruptions. In essence, stuttering can be reduced to consisting of three components: (1) core speech behaviours, (2) secondary behaviours and (3) negative feelings and attitudes (Guitar, 2013). The interaction of these three components of stuttering often leads to debilitating effects. A person who stutters (PWS) may experience a variety of emotional challenges, which include sadness, shame, guilt, anger, resentment and fear (Yaruss, 2010; Yaruss & Quesal, 2006). This often leads to feelings of negative self-regard, such as self-blame and an overall sense of negative self-worth. These attitudes may cause further negative behavioural challenges such as avoidance of stuttering instances through secondary behaviours and avoidance of participation in activities that entail any communicative interactions (Yaruss, 2010; Bleek et al., 2012). Background: For effective client outcomes, stuttering assessment and intervention approaches need to be aligned. This encompasses using assessment and intervention approaches that address the three multidimensional constructs of stuttering, namely core behaviours, secondary behaviours and negative feelings and attitudes. Objective: The study aimed to explore whether multiple assessment measures could be used to describe the effectiveness of a comprehensive stuttering intervention approach, undergirded by the International Classification of Functioning, Disability and Health (ICF) framework. Method: A single-subject case design was employed with one male adult who stutters. Data was collected by administering the Stuttering Severity Instrument-Fourth Edition (SSI-4) and Overall Assessment of the Speaker's Experience of Stuttering-Adults (OASES-A) at three testing periods (pre-intervention, immediately post-intervention and 7 months postintervention), and a semi-structured interview schedule immediately post-intervention. Descriptive statistics was used to analyse the SSI-4 and OASES-A, and thematic analysis was conducted to evaluate the participant's interview schedule responses. Results: The participant's total scores, impact scores and severity ratings of both the SSI-4 and OASES decreased across the three testing periods. The main theme of effectiveness of the comprehensive stuttering intervention to reduce aspects of disability emerged from the participant's responses. Conclusion: Evaluation of the results from the assessment measures revealed that the comprehensive stuttering intervention approach was effective in reducing the participant's core behaviours, secondary behaviours and negative feelings and attitudes. Assessment and management of fluency disorders should promote a client-specific multidimensional approach that extends beyond the core behaviours and secondary behaviours, by addressing the underlying social and emotional facets of fluency disorders.