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From: Andrew Glatterman (NYU graduate student)
Date: 19 Oct 2009
Time: 08:50:25 -0500
Remote Name: 71.190.81.48
I am taking my first course in Fluency and have been awestruck by how little I actually knew about stuttering, from etiologies to treatment methods. Although the article is mainly about facilitating attitudinal change in students, you have also included fluency shaping techniques, concentrating on motoric and language based factors as well as environmetal pressures and attitudinal and emotional factors. Education, as in the example of teaching your students about the speech mechanism and articulation, is a very powerful tool. It empowers the student, allowing them to take control of the stuttering behavior, while giving them a visual and mental point of reference while trying to articulate. I also like how you have your students choose their own goals for treatment, another way of bolstering confidence, and promoting empowerment. My main questions are, how do attitudinal differences between teens, school aged children and young children (perhaps preschool-aged childen) manifest? Do these factors affect one group more than another? Furthermore, what are the different challenges of working on attitude changes in these three populations? Thank you.