REGULATING AND CONTROLLING BREATHSTREAM
Rationale: Respiratory management and adequate breath support are important
variables to be worked on with children and adolescents who stutter. Often
times, in response to their stuttering, children will develop aberrant
breathing patterns in an effort to control their stuttering. Behaviors such as
talking on exhausted breath, quick, shallow inhalations, and talking on an
inhalatory cycle, are common behaviors observed in dysfluent children. For
those children who exhibit difficulty in initiating and/or maintaining airflow
and voicing for speech production, direct techniques may be necessary to
provide the child with tools for reducing tension and easing out of laryngeal
blocks
Activities/Techniques
- Teach the client the concept of "easy voice." The clinician
demonstrates a breathy initiation of phonation on a constant-
vowel (CV) combination. Instruct the client to "feel" how easy
his/her airflow lets his/her voice "turn on." The following
hierarchy may be employed when teaching "easy voice:"
- Passive breathing
- Passive breathing with phonation. (Have client let out a
small breath of air while beginning to move his/her
articulators and then begin phonation on this breathstream.
- Proceed to single word production.
- Proceed to carrier phrase. (e.g., "I see a ______")
- Proceed to phrase and sentence level.
- In language appropriate to the child's conceptual level, explain
the anatomy and physiology involved in voice production and what
"happens" during stuttering.
- Conture's (1982) water hose analogy may be appropriate
depending on the age of the child. Conture draws an analogy
between a garden hose and the speech production system,
comparing areas where the water and air are turned off and,
what happens as a result.
- Use models and pictures of the larynx.
- Instruct the client to feel the clinician's larynx during the
production of tense vs. hard voice onset (vowels or CV
combinations are appropriate). Then have the child feel his own
larynx during tense and relaxed productions.
- The concept of "speaking on an /h/" can also facilitate adequate
regulation of breathstream. The client begins with /h/ plus a
variety of vowels with the clinician cueing the client to feel
this "easy voice." Then, contrast with pairs such as "hold/old",
"hat/at" to facilitate awareness of easy onset of voice.
- Identification of abnormal breathing patterns may be necessary
if these behaviors have developed in response to the stuttering
moment. Help the child become aware to quick, shallow breathing
and talking on exhausted breath. (e.g., "Did you breathe deep
enough?", Are you talking with no air?")
- Some children may exhibit poor timing of the respiratory cycle.
The clinician should model appropriate "chunking" of words into
phrases to facilitate adequate inhalatory and exhalatory cycles.
Pre-marking breath groupings on reading material is a good
activity to aid in increasing the child's awareness of appropriate
breathing. (This pre-marking should indicate where the pauses and
inhalations for speech should come.)
- For the child who forces words out using levels of their
expiratory reserve volume, assist him/her in slowing down their
rate of speech, prevent the rush of words, and encourage
appropriate pauses in an utterance. Cueing the child to "pause
for a second" may also facilitate more appropriate breathing.
- Caution is advised in using breathing exercises for children.
For older children, clavicular breathing, which creates tension
in the upper chest and laryngeal area, can be modified to a more
thoracic/abdominal pattern through breathing exercises.
- Modeling and instructing the client to use easy voluntary
prolongations at the beginning of phrases, facilitates easy onset
of voice, continuous voice production, and reduces laryngeal
tension as well as allows for a reduction of subglottal air
pressure prior to voice production.
- To teach and visually reinforce easy onset, the clinician may
use blowing bubbles at the initiation of air flow in the
production of single words. Words should be chosen where the
initial phonemes require intra-oral air pressure. (e.g.,
p----ull, p----at, p----our). Instruct the child to begin
saying a word using easy speech. As he/she builds up air in the
oral cavity, they should exhale slowly into the bubble wand and
then initiate phonation.
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