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From: Dick Mallard
Date: 17 Oct 2009
Time: 07:07:03 -0500
Remote Name: 70.115.247.118
Kelley, thanks for writing and your interest. You are absolutely correct about simplifying the process when working in a school setting. Governmental requirements have complicated the process to the extent we can barely do our job. The trick is to make the process simpler and still be a positive influence on those we see. Now to your questions. 1. Severity is not an issue regarding the overall, umbrella approach that I use. Since each child and family are different, the emphasis may change from family to family. But, the importance of problem solving, social skills training, and speech control (notice I did not say fluency) procedures remain the same for all. 2. If a family comes to me with a predetermined mindset as to how we should proceed in therapy and that mindset is counter to what I believe should be done, then I have two choices. I can explain why a different approach might be in their child's best interest or I can refer them to someone who will follow their wishes. What usually happens is that children have been in traditional programs that tried to "fix" the problem and the child did not make progress or became worse. When I point this out to the parents they usually see my point--but not always. I do hope and expect that increased fluency will result from increased speech control but if that is not the case then that is okay as long as the child is comfortable with talking. I will not do what a client wants if, in my opinion, that is not in the client's best interest. 3. The Talk Time exercise is very important and provides so much insight into the parent/child dynamics during talking. Parents typically make observations about their child's talking but they tend to emphasize how the talking effects them. This is where the insight comes into play. I could write a book about the type of comments and observations parents have made and the significance of those comments and observations. Many times parents report this exercise demonstrated how little time they spend in just talking with their child. Sometimes parents report deep feelings of guilt or shame about how they feel about the fact that their child stutters. Some write a lot each week and some write just what happened and nothing else. Mothers usually write more than fathers. What is really astounding is how many times the parents describe exactly what needs to be done to help the child and I have not said a word. In those cases we do what the parent says and it usually works out fine. Funny thing is they are usually appreciative "...for all you did" and I did nothing! I can't say enough about the importance of this activity as the first assignment in the process. I am confident that you, like I, will be amazed at what you learn. Kelley, your questions were tremendous and insightful. I predict a very bright future for you. All the best.