By Kelly Gavin
Basic
Information
- Designed for
children between 7 and 12 years old.
- Emphasis placed
on helping children to participate actively and effectively in social
situations as they learn to speak more fluently.
- Developed for
students who have come to see themselves as ‘stutterers’ and who
require a direct program for stuttering intervention.
- Can serve as a
core approach or as an adjunct to other approaches currently available for the
treatment of stuttering.
- Interpersonal
communication is the process by which meaning is exchanged; stimulate meanings
rather than exchange them.
Expressive communication is the art of using words to stimulate in the
listener a mutual association of meanings. Stutterers often have problems with combined verbal and
nonverbal communication strategies, self disclosure, assertiveness, active
listening, and empathy.
The Manual
Divided into four
sections
1.
Theoretical
Framework
a.
Intervention
programs for children with fluency disorders are likely to be most effective if
a multi-dimensional, eclectic approach to therapy is used. The total individual
must be treated, such as the disfluencies, coping attitudes and behaviors,
personality adjustment, and emotionality that associated with verbal
communication for a successful intervention program.
b.
Goals of
Stuttering Intervention
i.
To increase
speech fluency by treating the audible and visible characteristics of the
speech disorder.
ii.
To reduce
anxiety and negative emotions that have come to be associated with speech.
iii.
To modify
behaviors, thoughts, and attitudes that are incompatible with the long term
achievement of fluency and positive self-concept.
iv.
To improve the
child’s social interaction skills and his/her effectiveness in the pragmatic
uses of language
Some
stutterers fail to acquire the conversational skills necessary for them to
effectively make use of language. Many children with fluency disorders are
rarely observed to initiate interactions, volunteer information, ask questions,
express personal opinions or share feelings
2.
Assessment
Procedures
a.
Specific
strategies for assessing the child’s fluency, attitudes, and behaviors
that may be contributing to the communication disorders. It also gives
suggestions for collecting case history information
b.
Assessing
pragmatic aspects of communication
i.
Assess
child’s effectiveness in using language for specific purposes; info from
direct observation and from interviews w/ parents, teachers, and others
c.
Pragmatic
Communication Record Form
i.
Greet others;
initiates conversations, asks questions, gives complete answers when asked for
information, requests assistance when help is needed, offers suggestions to
others, volunteers information during discussions, describes events accurately
and in sufficient detail, maintains topic over a series of utterances,
describes personal experiences, takes turns appropriately during conversation,
participates verbally during group activities, expresses needs, shares feelings
expressive viewpoints, expresses feelings of disagreement.
3.
Disfluency
Treatment Procedures
a.
Detailed
description of strategies that can be used to facilitate the development of
fluency and the more effective use of language for communication purposes
i.
Establish a
relaxed speaking voice
ii.
Use of
structured speaking activitiesàdesigned to elicit minimal anxiety in the
early stages of stuttering intervention. The initial goal is to establish fluency
in a structured situation and once fluency has been established, the child will
be provided with opportunities to practice the newly acquired speaking
behaviors in a variety of speaking
contexts
4.
Counseling
Strategies
a.
Strategies for
reducing anxiety and the negative emotions associated with the stuttering problem. Counseling techniques are addressed
that can be used during all aspects of program implementation. These techniques
are particularly useful in helping the stutterer to achieve long term carryover
and maintenance of the objectives
A Few More Tips
Systematic
desensitization
A technique that
can be used to facilitate anxiety reduction when feared stimuli are
encountered; based on the assumption that the individual has learned to
associate anxiety and negative emotions w/ a particular stimulus and that this
association must be unlearned.
Because of past learning, particular phonemes, words, situations, and/or
people elicit feelings of anxiety and associated negative emotions in the
stutterer. Desensitatizing requires learning to associate these phonemes,
words, situations, and/or people w/ neutral or positive physical, cognitive,
and emotional states
Child’s
responsibility for behavior change
Children must make
a conscious effort to practice using newly acquired speaking skills in a
variety of situations. If the
individual is to become fluent, he/she must no longer avoid feared sounds,
words, people, and situations.
Both the clinician and the child must be aware that the presence of
secondary gains reduces the probability of a permanent cure for stuttering. By helping children develop strategies
for reducing their anxiety and negative emotions, clinicians can facilitate the
development of self-confidence.