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Stuttering therapy in the elementary school setting: guidelines for clinician-teacher collaboration
1Department of Speech Pathology and Audiology, Wendell Johnson Speech and Hearing Center, University of Iowa, Iowa City 52242, USA.
Seminars in Speech and Language
|January 1, 1997
Summary
This article outlines a collaborative approach for treating stuttering in elementary schools. It emphasizes shared responsibilities between speech-language pathologists and teachers for better fluency outcomes.
Area of Science:
- Speech-language pathology
- Pediatric education
Background:
- Stuttering significantly impacts children's academic and social development.
- Effective intervention requires a multidisciplinary approach within the school environment.
Purpose of the Study:
- To provide guidelines for a collaborative/consultative treatment model for childhood stuttering.
- To define key areas of shared responsibility between speech-language pathologists and teachers.
Main Methods:
- The article describes a framework for collaboration.
- It details four primary areas of shared responsibility: education, observation, facilitation of fluent speech, and generalization of speech fluency.
Main Results:
- Shared responsibility enhances the comprehensiveness of stuttering treatment.
- A mutually influential partnership between clinicians and teachers is crucial.
Conclusions:
- Implementing a collaborative model improves the management of stuttering in elementary schools.
- This approach ensures that individual children's needs are met effectively through joint efforts.