[ Contents | Search | Next | Previous | Up ]
From: Scott
Date: 21 Oct 2012
Time: 21:12:21 -0500
Remote Name: 64.134.160.8
Hi Molli - I answered your question about teaching about stuttering earlier...here's the response I posted, in case you didn't get it. S === Hi Molli -- Thanks for your post... I wonder if I might change a bit of how you're looking at stuttering...you said there's no "true" definition... What would you call a true definition? And, why would we need one in order to talk about it? Think about it this way: do we know the "true" definition of childhood apraxia? of aphasia? of autism? No, those disorders are just as hard to define as stuttering, yet we seem to have no difficulty talking about those. I think the field has gotten way too hung up on the fact that stuttering is complicated, particularly given that other disorders are also complicated. I think there is value in developing definitions (thus, the other paper on this list that I'm involved with). At the same time, I don't think there's such a thing as a "true" definition at this stage for many disorders, and that doesn't have to stand in the way. We can easily talk with children about how he might have difficulty producing words or saying what he wants to say, how he might be limited in doing what he wants to do because of it. We find that using simple, matter-of-fact language that is tied to the child's everyday experience can make stuttering quite understandable for the child. Yes, it can be confusing, but we can also help them better understand it, and that's one of the first steps toward making a positive change. Hoping this helps! S