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From: Nicholas Pappano
Date: 10/10/03
Time: 6:58:52 AM
Remote Name: 151.204.54.13
As an SLP working in a special services school district in New Jersey I have a question about a six year old male student. This child is classified multiple disabled. He demonstrates phonological, word finding, and memory issues. His fluency has been addressed since the 2002-2003 school year. Previously, he was in a program for preschool handicapped. During meetings with the family it was stated that they tend to stop him and ask him to repeat words correctly during his verbal exchanges at home. The family has ceased doing this as requested by the team. They were told to just repeat what he said in a very non-threatening way. This year there has been a great improvement involving his fluency, which could be characterized as mostly blocks. Therapy has been on a more indirect model. The child continues to make nice gains involving his fluency and phonological skills. When is it the best time period to let him know that what he does when he speaks has a name ? And since the indirect therapy continues to work should it continue as long as there is improvement ? It is difficult to ascertain whether the "stuttering" is due in a major part to the phonological and severe word finding issues. These tow issues could exascerbate the fluidity of his verbal attempts.