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From: Dick Mallard
Date: 15 Oct 2009
Time: 23:25:18 -0500
Remote Name: 70.115.247.118
Anna, wow, I had to make special arrangements for you so I could get all your questions answered! Thanks so much for your interest. Brainstorming is a great way to identify and solve problems. Hope you incorporate this into your work. The "signals" concept works great. It is easy and reinforcing for both the child and the teacher. It is especially "fun" when just the teacher and the child have this system worked out and no one else knows! Therapy goes on daily in the classroom during normal conversations. Now, to answer your specific questions. 1. I tell the stakeholders (I like that term!) at the end of the three weeks we will decide the best path to follow. I can't answer you specifically because, as you say, every case is different. I tell them that we will be emphasizing social skills as well as speech skills. How those two will be used will depend on the child and parents. But, you are correct, everyone is different and that requires a different plan for each. 2. The best thing that has ever happened was when I went into the child's room. The child introduced me and told the class what we were working on. The child talked about his stuttering and we all identified what we had observed during stuttering. I told them about my speech and what I did as well. I asked the class if they would like to help. All raised their hand. We did a problem solve right there and figured out how each student in the class was "clinician for the day." It was that child's responsibility to be the helper or monitor whatever the child who stuttered wanted. Not only did the teasing stop, but all class members were part of the process and took pride in how well their friend was progressing. The mother of the child who stuttered attended the session as well--with tears in her eyes I might add. I never had to see the child individually for "therapy." The class and I worked together! It was an absolutely great experience for all concerned. I must add that you cannot do that with everyone. But when you can you will be shocked as how well this works. I also do this with hearing impaired children and dealing with their hearing aids. 3. Yes, I have used peers in the TT situation. Some of the best workers are siblings. Our research indicated that siblings were the best environmental support; even more so than the parents in most cases. I also like to involve the girl/boyfriend of the person who stutters. You use the significant people in the child's environment, no matter who that might be as long as it is appropriate. 4. I must caution you here with your fourth question. Approaches do not work; people work. Yes, I have situations where all seemed well but the "stakeholders" did not follow through. This was not the fault of the program, but the people involved. There is nothing we do in speech/language pathology that "works." People use what they are taught. I have yet to find a procedure or program that will help a person talk differently independent of the person using what they have learned. This is why we cannot guarantee outcomes. 5. The best way children (or adults) learn to handle difficult moments is to be honest and not try to be something they are not. In the case of stuttering, trying to be fluent when you stutter is not being honest with yourself. This leads to frustration and other problems. I try to get the children to accept the stuttering, be open about it, keep good eye contact and a relaxed speech musculature during stuttering and they are happy with that. Yes, it is hard but in the long run, they are proud of themselves when they control the problem and not the other way around. Again, thank you Anna for your insightful questions. I enjoyed answering them. If you need other information, just let me know. My best to you.