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From: Steve Hood
Date: 10/15/01
Time: 9:06:19 AM
Remote Name: 199.33.133.50
I need to be a little careful here, since I have never met and talked with your twelve year old client. But from what you have written, this is certainly possible. And, if his times of potential stuttering are not all that frequent, then proportionately, he may find it easier to try to avoid.
In situations where he is formulating his own language, as in spontaneous speaking, monolog and dialog, he is more free to change words and paraphrase, etc. QUESTION: How does he do in situations where he must respond with a very specific word: e.g., if you ask him things like this-- "What is the capital of New York?" --where there is only one correct answer "Albany." "What is the name of the ocean that is east of the United States?" -- where the answer is "Atlantic." How does he do with oral reading, where the words cannot be substituted? What about answering direct questions: What is your name, --what is your street address,-- what is your phone number, etc. Does he pause, interject, etc, and show signs of postponement?
Witr respect to his saying "I don't know" -- this is a tough one because at age 12, he really may not yet know, since he may not have thought through all these issues. They are still emerging. Or, it may be that he is being non-committal, on purpose. I guess you need to gently probe and talk these things through with him. Without forcing the issue, you might try leading him a little, with statements such as "I suppose there might be times when you want to switch an easier word for a hard word.... Do you ever do things like this?" Or ask, "Do you ever decide not to ask a question, or answer a question in class, when the teacher calls on you, and you think you might be doing some bumpy speech" (or stuttering -- I am not sure what terms you use with him.)
If you asked him to do some easy, purposeful, voluntary repearing of whole words and multiple words, would he find this difficult, or embarrassing, or distresseing? For example, have him on purpose do stuff like this:
Can-Can-Can I have a piece of candy?
Can I, Can I, Can I have a piece of candy?
This may give you a clue as to how distressing he feels it is to repeat..... Maybe try it on syllable: ca-can-can I have a piece of can-can-candy? Try to get across the idea that it i s OK to make some mistakes in talking, and to be tolerant and acceptanct, and to try to make "easy mistakes" rather than hard mistakes." This may help prevent/minimize the development of the Shame and Guilt that later accompanies stuttering, and serves to make the covert stutterer work to hard to prevent stuttering.
I hope these ideas are helpful........