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Developing intervention programs for children with stuttering and concomitant impairments.

Kenneth J Logan1, Lisa R LaSalle

  • 1Department of Communication Sciences Disorders, University of Florida Gainesville, Florida 32611-7420, USA. logan@csd.ufl.edu

Seminars in Speech and Language
|February 26, 2003
PubMed
Summary
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This study offers a framework for treating school-aged children who stutter and have co-occurring speech and language issues. It emphasizes prioritizing treatment based on impairment severity and impact, and includes strategies for involving parents and teachers.

Area of Science:

  • Speech-Language Pathology
  • Childhood Communication Disorders

Background:

  • Children who stutter frequently have co-occurring articulation and language impairments.
  • These additional impairments can complicate stuttering treatment for school-aged children.

Purpose of the Study:

  • To provide a framework for designing intervention programs for school-aged children who stutter with concomitant impairments.
  • To outline clinical priorities, treatment models, principles, and strategies for this population.

Main Methods:

  • Identifying clinical priorities by assessing impairment severity, impact on daily activities, and likelihood of recovery.
  • Presenting potential treatment models and general principles.
  • Detailing specific treatment strategies for three distinct profiles of children who stutter.

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Main Results:

  • A structured approach to intervention planning for children who stutter with co-occurring issues.
  • Prioritization of clinical needs based on comprehensive assessment.
  • Tailored strategies for different child profiles.

Conclusions:

  • Effective intervention requires careful assessment of multiple factors, including co-occurring impairments.
  • Involving parents and teachers is crucial for successful treatment outcomes.
  • A flexible, individualized framework supports comprehensive care for children who stutter.