[ Post a Response | Articulation, Language, and Fluency ]
Posted by Andy Floyd
on 12/11/2008, 10:07 am, in reply to "Severe Prolongations"
204.227.11.18
Due to fun terminology issues around stuttering, I just want to make sure I know what you're talking about with "prolongations." Some people refer to blocks as inaudible prolongations, but I'm thinking you're meaning the audible kind where the child audibly stretches out the first sound of the word, correct? If he's doing the audible kind, here are some suggestions:
If you have the budget ($56), get the therapy book Fun with Fluency. It's for ages 2 and a half through 7 years old and can guide you through this much better than a few internet posts 
.
https://www.z2systems.com/np/clients/nsa/product.jsp;jsessionid=7FEFBB6E2ED896FE5F330E3158468CC1?product=28
Since he's having trouble identifying, I would go ahead with giving him a tool so he can modify his fluency. Through use of heavy modeling, pseudo-stuttering, basically the whole I do, We do, You do approach - teach him how to voluntarily stretch the beginning sound of the first word of a sentence - first just single words and move on up to sentences. I would also focus on generalizing his controlled stretches and praising his success as stretching, his fluent speech (a little Lidcombe thrown in there) and directly requesting voluntary stretching after uncontrolled prolongations.
Of course, get the parent(s) involved as much as they allow, educate them on what you're doing and why and get them to practice the stretching (or whatever term you want to call the controlled stretches) while playing a game with their kid about 10 minutes a night - like candyland or some other game where the kid just needs to say 1-2 words to start off with. You can give them a rating form so they can keep track of how much/severe stuttering (one rating a day to sum up the whole day) is going on - the Lidcombe rating form is good for that:
http://www3.fhs.usyd.edu.au/asrcwww/downloads/LP_SR_Chart.pdf
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