The Professor is In

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Re: Various concepts

From: Charlie O
Date: 12 Oct 2005
Time: 09:12:25 -0500
Remote Name: 209.94.180.150

Comments

John: As Dr. Manning stated, there is an appeal with looking at the stuttering problem from a primary/secondary perspective as you’ve described. However, in management the concepts are not considered in a linear fashion. The affective, behavioral, and cognitive aspects are addressed during the course of management and these elements are intertwined in most sessions. When considering the younger child, the preschool or early school-age child, focus on the primary and secondary features you mention is done in a more holistic way. The process is usually simpler compared to when working with the older school-age child. The younger child has had fewer learning experiences and more importantly is just beginning to develop the ability to reflect on talking as a process. His/her coping strategies reflect this. The preschool child’s learned coping responses can span from opting to answer questions with an “I don’t know” or shying away from situations where he/she figures talking will be required … the beginning behaviors associated with anticipating stuttering. Intervening at the time when a child is just beginning to be able to reflect on talking allows the clinician to lay the groundwork for effective communication skills without the hassle of having to deal with the more complex learned responses to the stuttering problem.


Last changed: 10/31/05