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From: Anna Talbot, UW-Eau Claire graduate student
Date: 14 Oct 2009
Time: 21:21:35 -0500
Remote Name: 97.90.232.15
Good job! I am very interested in your approach to treatment. In school, we are always being told to include families more, to stop focusing on "fixing" disorders, and to try to eliminate environmental barriers, etc. As far as stuttering goes, it seems as though your approach to treatment incorporates all of these things! I would love to attempt a similar approach in the future. A few specific points I liked from your contribution: 1. Brainstorming ways to change the child's environment (e.g. eliminating/decreasing teasing) 2. Developing "signals" (e.g. eye contact, reinforcement) I have never thought of using them in the ways you presented. I have used signals in a similar way in therapy, and it really does allow the child to take responsibility and gain control. 3. Describing stuttering on purpose as a way of preventing the stutter from "happening to the person" Questions: 1. In your initial meeting with the stakeholders, what do you tell them will happen at the end of the 3 weeks if it's not the same for every child? 2. What are some examples of strategies you have tried to implement with teachers to decrease teasing in the classroom? (Educating students about stuttering...?) 3. Have you ever incorporated a peer(s) into Talk Time? 4. Have there been cases in which everyone is on board, but the approach failed to work? If so, where did you go from there? 5. What are some of the "good ways" children learn to handle difficult moments with their speech? Thanks again, sorry for all of the questions!! Anna