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Administering stuttering modification therapy in school settings.

Dale F Williams¹, Peter M Dugan

¹Florida Atlantic University, Boca Raton 33431, USA. DWILLIAM@FAU.EDU

Seminars in Speech and Language

|September 11, 2002

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Speech-language pathologists can effectively use stuttering modification techniques in schools. This approach addresses disfluency and emotional/behavioral aspects of stuttering for improved outcomes.

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.

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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.