A Model for Manipulating Linguistic Complexity in Stuttering Therapy

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Re: Interesting material!

From: Lisa Scott Trautman
Date: 10/5/01
Time: 8:25:54 AM
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Tara, thanks for the positive feedback. In answer to your question regarding age group, it really works for any client, we just start them at a place that makes developmental sense on the contextualization end of the model. For example, with a preschool client I would begin at contextualized-egocentric or maybe the next level. For adolescents and adults, we would start at a decontextualized level perhaps. The theme we choose for preschoolers might be a routine-getting ready for bed, going to grandma's, daycare, etc. so that it's something that's familiar to them, they've had the experience themselves, we can find a story to match it, etc. For older clients, we often focus on a theme like interviewing for a job; if it's a college student, the theme might be centered around their major or a class they're taking and we pull materials and activities from those areas accordingly. Your second question was about mastery and changing domains. We find that skills will generalize in unexpected ways sometimes, so we base the mastery on the client. I usually will expect the client to be 90% successful on targets in the semantic and discourse domains before we adjust contextualization, however.

Last changed: September 12, 2005