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From:
Date: 21 Oct 2012
Time: 15:59:55 -0500
Remote Name: 99.153.185.119
Thanks. I always start by explaining the research that supports phrasing and the speech timing issues identified. I also preface the phrasing technique with demonstrating that easing out of a "stutter" is more helpful than pushing through a "stutter". That's where the statement "Don't wrestle the stutter" come from. I actually demonstrate having the teen try to speak while arm wrestling me. Then we repeat the exercise with the teen relaxing their arm when I start to push against them. After these two introductory activities, the phrasing is often very successful. Teens have often experienced so much frustration with their speech a clinician really needs to engineer an opportunity with the best opportunity for increased control and decreased fluency. That's what I attempt to do with this activity. Success in one tool often provides the courage to try other techniques and self-advocacy strategies. I have used this technique with younger students -- late elementary. But I often start with funny, rhythmic poems like those of Alan Katz. The stanzas provide the phrase points -- or most of them. The reader focuses more on figuring out the humor and less on how he or she speaks. This reduces the speaking tension. The children often re-read the poems on the way home from therapy. Instant carryover! I have also started re-writing some of the more interesting articles at a lower reading level. I try to make any reading passage at least one grade level below a child's reading level. We don't want to add another level of complexity to the task. I hope that helps. Kathy