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From: Samantha Stricker SLP Graduate Student
Date: 20 Oct 2009
Time: 01:18:56 -0500
Remote Name: 24.215.240.66
Dr. Mallard, I really enjoyed reading your paper on this program and found several aspects of the therapy to be quite interesting. I am a graduate student in Speech-Language Pathology at New York University and am currently enrolled in an advanced Fluency Disorders course. I found your paper to be very interesting and was pleased to read that children have a variety of choices in the therapy, in comparison to simply being told what to do, as we see in so many others. In my fluency course we have spent a great deal of time discussing the importance of parent involvement in all therapy, and specifically in stuttering therapy. The Talk Time Home Assignment provides the child’s parents with a great deal of information and instructions guiding them to make the most of this therapy, and I could not help but wonder if you have encountered parents who have neglected, and/or, not implemented the therapy properly. I can imagine that while most all parents want to do anything it takes for their child to become more fluent; there are some who may not have/make the time to do so. If this has happened, how would the clinician deal with this issue, and further, what would happen for the child’s progress? Would you make a recommendation the family try another therapy approach? Additionally, do you know of other approaches similar to the Talk Time Home Assignment? I find this therapy approach to be extremely interesting and while I am only beginning to learn about the field, it seems as though it would be quite successful. Thank you very much for your time it is greatly appreciated.