{"id":4404,"date":"2013-03-21T18:35:07","date_gmt":"2013-03-21T18:35:07","guid":{"rendered":"http:\/\/everhear.wpengine.com\/?p=4404"},"modified":"2013-03-21T18:35:07","modified_gmt":"2013-03-21T18:35:07","slug":"stuttering-therapy-with-the-school-age-child","status":"publish","type":"post","link":"https:\/\/everhear.com\/stuttering-therapy-with-the-school-age-child\/","title":{"rendered":"Stuttering Therapy with the School-Age Child"},"content":{"rendered":"
\t\t\t\tRecently, I took a course presented by Craig Coleman, M.A., CCC-SLP on ways to involve the family of a school-age child who stutters in the therapy process. He offered many great examples and ideas that will be shared in this four-part blog series.<\/p>\n
Parents are the experts on themselves and their children. The speech-language pathologist is the expert on stuttering. Working collaboratively together for a school-age child who stutters is key. For stuttering therapy to be effective, we have to help the patient connect information from therapy to personal values and experiences.\u00a0 This may include having the parent within the therapy room itself during each session or it may include discussion following each session about how to best support the child at home. The parent and child can help the speech-pathologist understand where the child does the most talking; who the child usually talks to; speaking situations that are easier; and speaking situations that are harder. Learning the child\u2019s interests also helps connect strategies from treatment to personal experience.<\/p>\n