Recently, a referral came to me for a Fluency evaluation on a 9th grader. The parent requested the evaluation, due to the student's increasing anxiety and difficulty dealing with his stuttering. The student had not received speech therapy in the past, but stated that he was very motivated and wanted to get help for his stuttering.
One of my colleagues just presented at the MSHA conference regarding Metacognitive Strategies for Fluency Evaluation and Treatment. She also presented this information to our Vertical Team. I will be using her strategies in my upcoming evaluation.
The following are the components of the Fluency evaluation I have adapted from Dr. Cheryl Johnson:
1. Establish base rates for pattern of stuttering (conversation, oral reading, reciting, etc.)
2. History (include metacognitive - how does the student think/feel about their stuttering)
3. Summarize the student's metacognitive knowledge (of self, of speaking tasks, of strategies)
If all goes as planned, this student should be ready to work with Dr. Johnson at the high school next year!
To have the opportunity to collaborate with other professionals in the district has been crucial to my survival the last two years. The other Speech-Language Pathologists offer great advice and often share their unique strategies in completing evaluations and treatment.
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