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From: Margaret C.
Date: 11 Oct 2009
Time: 15:17:48 -0500
Remote Name: 76.17.183.48
I am an SLP in the public schools. I have a child on my caseload, a 9 year old girl, who I have been seeing for fluency. At this point, she has the ability to speak fluently and very naturally with me in and out of the therapy room. She appears expressive and confident, has never exhibited avoidance or physical concomitants. I wanted to dismiss her this year however her mother and teacher report that she exhibits stuttering when she is in a hurry and speaks very quickly. I did observe this last school year, but very infrequently. I talked to her about this and she told me she still stutters sometimes when she is in a hurry. Last year we talked about using easy speech versus hard speech, did some role playing,identified what she does when she is dysfluent ( initial sound and some syllable repetitions) and talked about using a walking speed rate when she is dysfluent. I also talked to her mother and teacher about how they interact with her etc. I do feel my job isn't done as mother, teacher and my student have all expressed that she stutters in some instances. I'm considering having my student keep track of her fluent and dysfluent speech for short periods of time prior to coming to see me and discussing when and with whom and then try to talk about how she could use the fluency shaping techniques of easy speech , breathing and using a walking speed to be fluent in those situations......... Do you have any other suggestion for me?