[ Post a Response | Articulation, Language, and Fluency ]
Posted by Laurel
on 4/13/2012, 1:19 pm
68.198.135.177
I'm working (at a clinic) with an 11 year old on fluency. We have gone over various strategies for fluency (focusing more on smooth speech than stuttering more fluently)--easy onset, relaxation breathing, slowing rate of speech, etc. He has been in therapy for fluency at the clinic for around 6 months but I took him on as a client at the end of February when the previous SLP left.
He can read scripted sentences and short paragraphs mostly fluently. The breakdowns are with unfamiliar scripted material and spontaneous conversation, especially when he's interested in/ excited about what he's talking about.
I am currently having him self-monitor via tape recording. I give him something to read, we tape record it, listen to it, identify instances of dysfluency and strategic options, then implement them. He likes the magnetic chips from Super Duper so we drop one into a cup when we've heard a dysfluency, then discuss. (I'm thinking of eliminating the chip drops--just used them because he likes that item and to get his to focus on listening and self-monitoring).
Am I on the right track here? I feel like the client is getting discouraged because he sees me writing notes and he says things like, "Sorry" and "I'm terrible/ so bad." I explained that everyone has dysfluencies and we are here to work on the interfering ones--there is nothing bad about any of it. Also--yesterday he mentioned more than once how much he misses his former SLP and also had some uncooperative behavior (neither of which he usually does). I can't help but wonder if my therapy plans are causing this behavior (as in, he feels bad about all the dysfluencies so wishes his old SLP was back/ is not cooperating with me).
Thank you for any advice and/or input. I don't have too much experience with fluency, especially for this age group, so I also welcome any resource reccomendations.
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