FluencyBank English Voices-CWS Corpus
|
Nan Bernstein Ratner
Department of Speech and Hearing Sciences
University of Maryland
nratner@umd.edu
website
|
|
Courtney Luckman Margulis
Speech and Hearing Sciences
New York University
cluckman@umd.edu
|
|
Mark Baer
mark.d.baer@gmail.com
|
Participants: | 22 |
Type of Study: | naturalistic |
Location: | USA |
Media type: | video |
DOI: | doi:10.21415/T5Q692 |
Browsable transcripts
Downloadable transcripts
Link to media folder
Citation information
Yaruss, J. S., & Quesal, R. W. (2006). Overall Assessment of the Speaker's Experience of Stuttering
(OASES): Documenting multiple outcomes in stuttering treatment. Journal of Fluency Disorders, 31(2), 90-115.
doi:10.1016/j.jfludis.2006.02.002
In accordance with TalkBank rules, any use of data from this corpus must
be accompanied by at least one of the above references.
Project Description
The transcripts and video clips that you can view and download from
the three links given above were gathered by Nan Bernstein Ratner to
assist students in learning more about the behaviors and
affective/cognitive features of living with stuttering as a child. We
want to gratefully acknowledge the support and assistance of Lee
Caggiano and Friends (https://www.friendswhostutter.org/), and of the
National Stuttering Association (https://westutter.org/). Both of these
organizations approved our recruitment of volunteers at their national
annual meetings.
Each child participant completed an interview (int) and a reading
task (rdg). The reading task involved grade-appropriate readings from
the Stuttering Severity Instrument-4 (SSI-4), thanks to permissions
granted by the publisher (www.proedinc.com). Beginning in 2021,
children/teens were also asked to fill out copies of the
OASES-C/OASES-T, depending upon age. These forms were completed but not
scored to enable student practice. OASES forms are made available thanks
to a donation from Stuttering Therapy Resources, Inc.
(www.StutteringTherapyResources.com). Forms should not be used except in
conjunction with teaching activities and the FluencyBank Voices project.
New forms and scoring instructions are available at
StutteringTherapyResources.com. Researchers who use these materials are
asked to cite: Yaruss, J.S., & Quesal. R.W. (2016). Overall Assessment
of the Speaker’s Experience of Stuttering (OASES). Stuttering Therapy
Resources.
During the interview, the children were asked the following
questions:
- Tell me about some of the things you've been doing at the friends meeting so far.
- Do you know why your family decided to come here?
- Have you met any kids here?
- Can you tell me about your talking?
- What have you learned about stuttering?
- Have you had speech therapy? Is there anything you'd like to say to
people who want to become speech therapists? What could they do that
would help you the most?
Suggested activities for these transcripts include:
- Practice with fluency assessment. It is well-known that transcribers
disagree substantially when coding the same passage of stuttered speech,
in terms of presence/absence of disfluency, location as well as type of
fluency behaviors. Instructors may want to assign the same participant
to be coded by multiple students (or an entire class of students).
Discuss how listeners may agree or disagree on the behavioral features
of stuttering, as well as behaviors that appear to be stutter-like or
more typical disfluency.
- Practice with scoring of the Stuttering Severity Instrument (SSI,
https://www.proedinc.com/Products/13025/ssi4-stuttering-severity-
instrument--fourth-edition.aspx ). You may choose to contrast patterns
of stuttering that are seen when children read, in contrast to their
conversational speech.
- Practice with OASES scoring. For a given participant, consult OASES
scoring guidelines which must be purchased from
here . How would you
characterize the impact of stuttering on this participant? Can you
identify impacts that should influence therapy goals? How might you
address these impacts?
- Practice with contrasting behavioral and affective/cognitive aspects
of stuttering in children. Assess the degree to which individuals'
behavioral profiles match the impacts of stuttering on their lives. Are
the impacts of stuttering clearly linked to the frequency or severity of
stuttered events in a person's speech? Discuss.
- Listen to the answers that children gave to the 6 questions. Are
there similar threads? Are there clear differences in their opinions?
How might responses to these questions shape further mutual goal setting
for therapy?
- Compare profiles of volunteers in the Voices of Children who Stutter
project and volunteers in the Voices of Adult who Stutter project
(https://fluency.talkbank.org/teaching/AWS.html)
These are just some ideas to get instructors and students started. We
welcome ideas for other activities. Please contact us at nratner@umd.edu
with suggestions and comments.