Preliminaries to Treatment

I. Role-play the part of a clinician in a parent interview,
having a friend or classmate play the part of a parent.
Practice your listening skills by only listening and asking
no questions as the “parent” describes in detail his or her
child’s stuttering problem. Switch roles, then compare
your impressions of the experience both as the parent and
as the clinician.
2. Pair up with a friend or classmate who could pretend to
stutter or with a person who stutters and practice trial
therapy that is appropriate for a school-age child and then
appropriate for an adult. Try both approaches, modifying
stutters to make them less severe and modifying speech to
produce fluency.
3. Pair up with a friend or classmate who doesn’t stutter, and
have them talk rapidly about a complex topic so he or she
produces normal dis:fluencies. See if they are able to “catch”
their normal disfluencies and hold onto them (e.g., turn
single repetitions into multiple repetitions or make prolongations
longer). Can this be done with normal disfluencies?
With only certain types of normal disfluencies?
4. Find Web sites on the Internet that contain helpful
information for (I) parents of children who stutter, (2)
school-age children who stutter, and (3) adults who
5. One of the challenges for clinicians is to get a good
speech sample from a child who may be somewhat shy
or reluctant to talk to someone she doesn’t know well.
Experiment with different ways of interacting with a child
until you find a “best” method. For example, try asking
lots of questions, try just playing quietly alongside a child,
and try playing with a child and making comments about
things you are playing with together.
Conture, E. (2001). Assessment and evaluation. In
Stuttering: Its Nature, Diagnosis, and Treatment.
Boston: Allyn & Bacon.
In this chapter, Conture covers many details of the assessment
not dealt with in the chapter that you have just read. Among
these are finer points of audio and video recording, general
interview procedures, and analysis of the speech sample.
Conture also discusses concomitant problems like attention
Chapter 9 Assessment and Diagnosis –
deficit hyperactivity disorder, Tourette’s syndrome, neuromotor
problems, and word finding problems.
Guitar, B. (2010). Stuttering. In M. Augustyn, B.
Zuckerman, & E. Coronna (Eds.), T11e Zuckerman
Parker Handbook of Developmental and Behavioral
Pediatrics for Primary Care. Baltimore: Lippincott
Williams & Wilkins.
This brief chapter for pediatricians summarizes key questions
and important information for parents, criteria for referral,
and initial treatment strategies.
Richels, C., & Conture, E. (2010). Indirect treatment
of childhood stuttering: Diagnostic predictors of
treatment outcome. In B. Guitar & R. McCauley
(Eds.), Treatment of Stuttering: Established and
Emerging Interventions. Baltimore: Lippincott
Williams & Wilkins.
This unique chapter uses the authors’ CommunicationEmotion
Model of Childhood Stut tering as a rationale for
their thorough evaluation of a child’s speech and language, as
well as emotional factors in the child’s life. Variables measured
before treatment predict short- and long-term outcomes.
Shafir, R. Z. (2000). T11e zen of listening: Mindful
communication in tlie age of distraction. Wheaton, IL:
The Theosophical Publishing House.
This is an excellent introduction to the practice of careful
listening. Shafir is a speech-language pathologist who has
developed her ability to listen to clients and writes eloquently
about the healing powers of mindful listening.
Yairi, E., & Ambrose, N. (2005). Assessment of early
stuttering. In E. Yairi & N. Ambrose (Eds.), Early
Chi/dlrood Stuttering. Austin, TX: Pro-Ed.
This chapter gives a thorough description, based on assessment
experience with hundreds of children, of how to obtain
samples and analyze speech of preschool children who stutter.
Information regarding prognosis is given by the experts.
Yairi, E., & Ambrose, N. (2005). Parent involvement
and counseling. In E. Yairi & N. Ambrose (Eds.), Early
Clri/dlrood Stuttering. Austin, TX: Pro-Ed.
The authors critically review the literature on ways in which
parents can be involved in treatment of early childhood stuttering
and conclude that there is little evidence to support any
of the approaches.
Yaruss, S. (2002). Facing the challenge of treating
stuttering in the schools: Part 1. Selecting goals
and strategies for success. Seminars in Speed, and
Language,23, 153- 159.
This volume of “Seminars” is a rich source of information
for school clinicians. Experienced clinicians, many of whom
work in the schools, have written ch apters on a wide variety
of topics, including interpreting IDEA ’97, doing an evaluation
in a school setting, and planning therapy for school-age

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