Using Children s Stories in Stuttering Treatment. Craig E. Coleman, M.A. CCC-SLP, BRS-FD Mary E. Weidner, M.S. CCC-SLP
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1 Using Children s Stories in Stuttering Treatment Craig E. Coleman, M.A. CCC-SLP, BRS-FD Mary E. Weidner, M.S. CCC-SLP
2 ABC Model of Treatment Affective: feelings and emotions related to stuttering Behavioral: disfluencies, physical tension, secondary behaviors -Speech Modification: strategies to reduce the number of disfluencies (easy starts, slow rate of speech) -Stuttering Modification: strategies to reduce tension and secondary behaviors (pull-outs, cancellations). Cognitive: thoughts related to stuttering
3 Using Stories within the ABC Model Affective: Stories can help children feel less anxious about situations (e.g., going to the doctor, starting school, etc.) Behavioral: Stories can teach children concepts Cognitive: Stories can teach moral lessons
4 Stories can be used to Can We Use Stories in Stuttering YES! Treatment? Affective: Allow children to relate to characters who stutter and use that to facilitate discussion on their own feelings and emotions Behavioral: Teach children speech modification and stuttering modification concepts Cognitive: Help children relate to characters who have to make decisions about communication based on their experiences with stuttering. We can also educate about the nature of stuttering.
5 Goal of Books To help children: Understand why the target concept is important to them and others. Discriminate between correct and incorrect productions of the target concept. Motivate the child to attempt the target concept. Identify and practice target concept through indirect (modeling) and direct (practice) intervention. Stimulate further language development through discussion points in the stories.
6 Concepts Targeted Reduced speaking rate using pausing and phrasing Tarby Rockets to Slower Speech Reactions to stuttering or other speech/language disorders, responses to teasing and time pressure Tarby Comes Out of His Shell
7 Tarby Rockets to Slower Speech
8 Tarby Rockets to Slower Speech Target Ages: 2-10 Target Concept: Reduced speaking rate using pausing and phrasing Teaching the Concept: Indirect (modeling) and direct (practice) intervention to introduce and rehearse pausing and phrasing.
9 Tarby Rockets to Slower Speech Affective: Tarby feels frustrated that others cannot understand him because he is speaking too quickly. Behavioral: Tarby learns how to use pausing and phrasing Cognitive: Tarby learns appropriate turn-taking and communication skills.
10 Tarby Rockets to Slower Speech: Affective
11 Tarby Rockets to Slower Speech: Behavioral
12 Tarby Rockets to Slower Speech: Cognitive
13 Tarby Comes Out of His Shell
14 Tarby Comes Out of His Shell Target Ages: 4-10 Target Concept: Reactions to stuttering or other speech/language disorders, responses to teasing and time pressure Teaching the Concept: A: Children are able to discuss emotions and reactions associated with stuttering or other speech/ language disorders. B: Desensitization can be used to target tension and secondary behaviors. C: Children discuss decision-making related to avoidance.
15 Tarby Comes Out of His Shell Affective: Emotions and feelings associated with stuttering Behavioral: Discussion of individual differences can be used as part of desensitization to target tension and secondary behaviors. Cognitive: Discuss decision- making related to avoidance.
16 Tarby Comes Out of His Shell: Affective October 5, 2009 December 31, 2009
17 Tarby Comes Out of His Shell: Behavioral
18 Tarby Comes Out of His Shell: Cognitive
19 Forum on Affective and Cognitive Components of Communication Disorders Join us at:
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