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From: Nina Reeves
Date: 19 Oct 2012
Time: 12:39:07 -0500
Remote Name: 166.137.100.31
Sarah; Well, first let me say...GO REDBIRDS! You are walking the halls of my alma mater, so I hope you are enjoying your journey in Normal, IL (love the name of that town, right?). As for your question, the true answer is beyond the scope of this conference (it is a whole section of a chapter in one of our books), but I will take a stab at "boiling it down" and know that you can find further resources to expand your knowledge and experience in this area. Documentation of progress can and should be addressed by expanding our view of the entirety of the disorder of stuttering (speech, cognitive/affective, and communication impact), and thus, the entirety of our intervention with students who stutter. THis means that we must seek to document changes in our students that are not just "fluency counts." While it is part of intervention to document changes in stuttering/fluency, it is not the whole picture (especially given the natural variability of the disorder). We seek to document changes in academic and social participation, changes in attitudes regarding stuttering, etc through student self reports, parent and teacher observations, and other portfolio gathering activities. This, along with standardized measures available can give us a truer and ongoing picture of stuttering as it relates to the life of our students who stutter. Good luck and congratulations on your accomplishments thus far (second year grad studies are an accomplishment )!