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From: Kelly Brummel
Date: 10 Oct 2011
Time: 16:45:02 -0500
Remote Name: 138.87.159.171
Dear Professionals, I'm a graduate student in speech-language pathology and am currently finishing my last semester of classes. I have a 10 year old boy on my caseload this semester who experiences mild disfluency (determined both subjectively and through the SSI-4). I recently gave him the OASES-S in which he scored an overall impact score of mild. Through assessments and discussion, he has mentioned how his stuttering does not affect him or his quality of life. He is overall effective in using his tools (easy onsets and stretching; his "superheroes" as we call them), however he experiences disfluency when excited during conversation and more "unstructured" activities. Because his stuttering is mild and (according to him) it doesn't seem to bother him, I've noticed an overall indifference to therapy recently. Although he enjoys the activities done in therapy, I would love to see more motivation from him. I recognize that his stuttering doesn't affect him greatly right now and think that's wonderful, but how can I get him more motivated in therapy? And motivate him to generalize use of his tools in the "real world"? Thanks in advance!