Administering stuttering modification therapy in school settings.

Area of Science:

• Speech-language Pathology
• Childhood Communication Disorders

Background:

• Stuttering is a complex communication disorder affecting children.
• Effective intervention requires addressing both fluency and psychosocial aspects.
• School settings offer unique opportunities for therapy.

Purpose of the Study:

• To outline stuttering modification goals and techniques for school-based practice.
• To provide guidance on adapting these techniques to the educational environment.
• To enhance the comprehensive treatment of stuttering in children.

Main Methods:

• Developing measurable Individualized Education Program (IEP) goals.
• Utilizing the school environment for therapy implementation.
• Administering stuttering modification in group therapy.
• Collaborating with parents and teachers.
• Monitoring progress and treatment effectiveness.

Main Results:

• Stuttering modification techniques are adaptable to school settings.
• Integrating therapy with the school environment enhances effectiveness.
• Group therapy and collaboration improve treatment outcomes.
• Addressing emotional and behavioral components alongside fluency is crucial.

Conclusions:

• School-based stuttering modification is a viable and effective intervention.
• A holistic approach addressing fluency, emotional, and behavioral aspects is recommended.
• Collaboration among speech-language pathologists, parents, and teachers is key to success.