Description of the Updated One Page Stuttering Assessment docx 2025

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The SSI (or other measure of surface stuttering behaviors) and the OASES can be used together to provide a more complete picture of the impact of stuttering. Because it is based on the speakers daily life, the OASES provides information that goes well beyond that available through typical severity ratings.
Norm-referenced assessments commonly used for assessment of stuttering in school age children include the Stuttering Severity Index 4 (SSI4), the Test of Childhood Stuttering (TOCS) and the Behavior Assessment Battery for School Age Children (BAB).
A speech pathologist will assess your childs speech and ask if anyone else in your family has had a stutter. Stuttering is graded based on how much of your childs speech is affected. The speech pathologist will count the number of stuttered syllables and compare it to the total number of syllables your child speaks.
Supplemental Clinical Assessment: Eight supplementary fluency-related assessments enable examiners to probe disfluency-related data in greater detail: (1) clinical interviews, (2) comprehensive analysis of disfluency frequency and types, (3) speech rate analysis, (4) disfluency duration analysis, (5) repetition length
Regular measurement of childrens stuttering severity occurs during the Lidcombe Program with a Severity Rating (SR) scale: 0 = no stuttering, 1 = extremely mild stuttering, and 9 = extremely severe stuttering. Parents and clinicians use the SR scale during the Lidcombe Program.
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Stuttering Severity Instrument - 4th Edition (SSI-4) is an assessment used to examine stuttering or the interruption in the flow of speaking, and is the most common fluency disorder. ASHA describes that stuttering presents as specific types of disfluencies, including repetitions, prolongations, and blocks.
Geneva: World Health Organization], the Overall Assessment of the Speakers Experience of Stuttering (OASES) collects information about the totality of the stuttering disorder, including: (a) general perspectives about stuttering, (b) affective, behavioral, and cognitive reactions to stuttering, (c) functional

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