Abstract
Objectives: In this study, we examined the effectiveness of the Enriched Stuttering Intervention Program (ESIP), developed by the researchers, on children with stuttering difficulties. More specifically, we examined the frequency of stuttering, duration of stuttering, behaviors accompanying stuttering, and whether there was a significant difference in the naturalness of speech. Methods: We used a quasi-experimental design. The study group study consisted of 5 boys admitted to a Special Education and Rehabilitation Centre during 2019-2020 and diagnosed by a pediatric psychiatrist with stuttering. The information forms prepared by the researchers were used to be completed by the family, the teacher, and the child to collect personal information about the children. We used the Stuttering Severity Instrument (SSI-4) to collect our research data. Results: When we compared pre-test and post-test data, we found a statistically significant difference in the severity of stuttering in the 5 children. Conclusion: The Enriched Stuttering Intervention Program improved stuttering in this group of children.
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