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Fostering generalization and maintenance in school settings
J Scott Yaruss1, Nina A Reardon
1University of Pittsburgh, Children's Hospital of Pittsburgh, Stuttering Center of Western Pennsylvania, Pittsburgh, Pennsylvania 15260, USA. jsyaruss@csd.pitt.edu
Seminars in Speech and Language
|February 26, 2003
Summary
Generalizing stuttering therapy skills to real-world settings and maintaining progress long-term are key challenges. This review offers strategies to improve children's communication across environments and over time.
Area of Science:
- Speech-Language Pathology
- Childhood Communication Disorders
Background:
- Generalizing therapy skills and maintaining long-term fluency gains are significant challenges for children who stutter.
- Effective stuttering therapy requires addressing skill transfer beyond the clinical setting.
Purpose of the Study:
- To review common obstacles to generalization and maintenance in stuttering therapy for school-aged children.
- To present specific strategies for overcoming these challenges and improving long-term communication outcomes.
Main Methods:
- Review of common roadblocks in stuttering therapy generalization and maintenance.
- Identification and discussion of specific strategies to enhance skill transfer and long-term success.
Main Results:
- Roadblocks include therapy goals, treatment strategy nature, generalization activity scheduling, and child's understanding.
- Strategies involve desensitization, hierarchical structuring, integrating real-world settings, and structured practice.
Conclusions:
- A broad-based approach to stuttering is crucial for improving children's communication across diverse settings and over time.
- Implementing specific strategies can enhance generalization and maintenance of fluency skills.