Evidence-Based Treatment of Stuttering: Empirical Bases and Clinical Applications

By Anne K. Bothe | Go to book overview

6
The Child Stutters
and Has a Phonological
Disorder: How Should
Treatment Proceed?
Marilyn A. Nippold University of Oregon

Clarice, a speech-language pathologist (SLP), has just evaluated Ryan, a 4year-old boy who stutters and has a co-occurring phonological disorder that significantly hinders his intelligibility. Once an outgoing toddler, Ryan is now a reticent preschooler, clasping his hand over his mouth whenever he speaks to his teacher or classmates. Older children in his neighborhood have begun calling Ryan names such as “Porky Pig” and “Daffy Duck, ” causing him to withdraw into solitary play. Clarice must decide how to handle Ryan's speech problems and is unsure whether to address them sequentially or simultaneously, or to treat only one disorder, hoping the other will spontaneously remit. Upon examining the clinical literature dealing with stuttering and concomitant phonological disorders, Clarice has become even more confused and is now fearful of making Ryan's speech worse through her intervention efforts.

This chapter has been written for Clarice and the many SLPs around the world who encounter children such as Ryan. It begins with a historical discussion of how the two disorders have been treated individually. It then evaluates the theoretical and empirical underpinnings of contemporary

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