Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Introduction
There
Assessment
Bilingual children may present additional assessment
challenges, because difficulty formulating utterances due
to limited proficiency in either a first or second language
can look like disfluent speech.
However, we can rely on key features of true stuttering to
distinguish children with fluency disorders (Watson and
Kayser, 1994):
Assessment
Core
Assessing Disfluencies
Assessing Disfluencies
Specific types of atypical and typical disfluencies
may vary in frequency across languages.
Atypical disfluencies include blocks,
prolongations, sound and syllable repetitions, and
broken words.
Assessing Disfluencies
Eyes
Lips
Cheeks/other facial muscles
Arms or legs
English proficiency.
Differences in cultural beliefs across
environments.
Increased
Treatment
Central goal of therapy for school-aged children is to
manage stuttering (e.g., Reardon-Reeves & Yaruss, 2004).
We do not currently have a cure past the preschool
years.
Several sub-goals may be important components of
stuttering management for the child:
Slowed
Treatment: Stuttering
Modification
Stuttering
Treatment: Stuttering
Modification
Stuttering
Recognizing
a stuttering moment
Cancelling or pulling out of it
Continuing to speak (perhaps with the help of fluency
shaping techniques)
Treatment: Stuttering
Modification
Stuttering
Treatment: Desensitization
example:
Bilingual
Treatment: Generalization
Generalization
is always an important
consideration in fluency therapy.
Bilingual children need to generalize skills to
multiple languages and cultural environments.
Limited evidence exists to show that therapy can
be successful in one language and not generalize to
another (Humphrey, 1999, as cited in Bernstein
Ratner, 2001).
Treatment: Generalization
Setting
Summary
Bilingual
Summary
There
Additional Language-Specific
Resources
Stuttering
Stuttering
References
References