The transcripts and video clips that you can view and download from the three links
given below have been contributed by members of the
National Stuttering Association (http://westutter.org) to assist students in learning more
about the behaviors and affective/cognitive features of living with
stuttering as an adult.
Download transcripts and OASES
For each self-identified stuttering participant, you will see a video, an
UNANNOTATED transcript, and a specially marked copy of the OASES survey
(contributed to this project by the authors J. Scott Yaruss and Bob Quesal)
that the participant filled out on the day of taping.
Contributors were asked to answer the following questions:
- Please talk about the impact of stuttering on your daily life: You
can talk about your interactions with family and friends, school and/or
work, and your participation in community activities.
- What do you think causes stuttering?
- If you have received treatment for your stuttering, tell me about
your therapy experiences and the outcomes of these therapies.
- Please describe what successful communication means to you; can you
give an example of a positive communicative experience?
- If you didn't stutter, what might be different in your life?
- What else would you want to say to students (or the general public)
to help them learn about stuttering or ways to support people who
Some participants did not answer all questions, or combined responses to
questions in a single set of comments. Starting in June, 2017 new
contributions from adults who stutter also contain a reading of the Friuli reading passage from the SSI4
provided with the consent of the publishers of the Stuttering Severity
Suggested activities for these transcripts include:
Compare profiles of volunteers in the Voices of People who Stutter
project and volunteers below, who self-identify as People who Clutter.
- 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.
(Note: forms are not provided; you may purchase a
full set of materials at Pro-Ed.
You may choose to contrast patterns of stuttering
that are seen when volunteers read, in contrast to their conversational
- Practice with OASES scoring. For a given participant, consult OASES
scoring guidelines (NOTE: these are not included, and users must access
a purchased version of the instrument from
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 adults. 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 participants gave to the 6 questions. Are
there similar threads? Are there clear differences in people's opinions?
How might responses to these questions shape further mutual goal setting
These are just some ideas to get instructors and students started. We
welcome ideas for other activities. Please contact us at email@example.com
with suggestions and comments.
Note: The Voices of People who Stutter and Voices of People who Clutter
projects are approved by the Institutional
Review Board of the University of Maryland (Nan Bernstein Ratner, PI).