Speech and hearing disorders

Mrs. Fisher brought her 4-year- old daughter, Tamara, to the speech and hearing clinic at a nearby university. In an interview with the clinic’s director, Mrs. Fisher explained that when Tamara was about 3½ years old, she had trouble starting to speak because she repeated the first sounds and syllables at the beginning of each utterance, like C-c-c-can I have some ice cream? or Ba-ba-ba-ba-baseball is boring. This difficulty lasted about 2 weeks, and then it went away as abruptly as it had begun. Tamara’s speech was free of such disruptions for the next 6 months. Mrs. Fisher further explained that about 2 weeks prior to her visit to the clinic, Tamara’s speech interruptions reappeared. She showed great concern when she told the clinic director that in addition to repeating sounds and syllables at the beginning of utterances, she was holding or prolonging sounds at numerous places in her utterances, like I-I-I-I want to ssssssssssit over there. The clinic director observed Mrs. Fisher and her daughter interacting with one another in an adjoining room via a one- way mirror. The clinic director observed that Mrs. Fisher spoke at a very rapid rate and that she tended to use complex sentence structures when she spoke to her daughter. A formal evaluation of Tamara’s speech revealed that she produced an average of 15 instances of stuttering per 100 words spoken, she would frequently lose eye contact with the examiner, and she scored 30 points on the Stuttering Prediction Instrument. Based on these findings, it was recommended that Tamara be seen for direct treatment two times per week and that Mrs. Fisher be given instruction regarding reducing her speaking rate and sentence complexity. Following 4 months of the start of direct intervention and parental instruction, Tamara’s disfluent behaviors were markedly reduced, falling well within the average range. In addition, Tamara’s mother had learned to slow her speaking rate and speak in relatively simple sentence structure when she conversed with her daughter. As you read this chapter, think about: t 5IF OBUVSF PG UIF TQFFDI JOUFSSVQUJPOT 5BNBSB had developed t 5IF EFWFMPQNFOUBM DPVSTF PG 5BNBSBT EJTGMVFOU behaviors t 8IZ UIF DMJOJD EJSFDUPS SFDPNNFOEFE EJSFDU intervention for Tamara and instruction for her mother to reduce her speaking rate and linguistic complexity

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