Stuttering Clinic for Children and Teens
Services are provided by graduate students working under the supervision of state-licensed and nationally certified speech-language pathologists. PSU Student Clinicians provide evaluation and treatment for Fluency Disorders in children and teens. These sessions take place at our University Campus Clinic, and typically occur two times per week for 50 minutes each session.
Our goal is to improve communication through a balance of improved understanding of stuttering and fluency, fluency facilitation strategies, and stuttering modification approaches.
Children who stutter can be broadly divided between “young” children, up to about age 7 or 8, and “older children”, age 7 or 8 to adult. The developmental course of Stuttering makes it such that treatment approaches may be different for younger children.
Young children who stutter
For young children who stutter, therapy often has a strong family focus. Information about disfluencies, the possible courses that stuttering might take, and productive ways to communicate in the context of stuttering are discussed. Strategies for facilitating fluency are practiced, and structured activities for follow-up at home are provided. Depending on the need, a period of direct therapy may follow.
Older children who stutter
By the time a child is 7 or 8 years old, early questions about the developmental course of stuttering have largely been answered. Treatment shifts to a much more direct focus, with a combination of activities designed to teach fluency facilitation, modify existing disfluencies to lessen their severity, and to cultivate and maintain healthy attitudes toward communication. The primary focus is on increasing successful communication.
What can you expect?
· Comprehensive evaluation of fluency and life participation effects
· Individualized treatment plan
· Information about Stuttering and other Fluency Disorders, as appropriate
· Information about how family members can support successful communication
· Therapy activities designed to increase and maintain fluency
· Therapy activities designed to increase tolerance for residual disfluencies
· Therapy activities that take clinical work outside of the therapy room
· Assignments to work on between sessions
· Plans designed to work toward participation in specific communicative activities
If you have questions, or would like additional information, please contact Andy McMillin, MA, CCC-SLP at email@example.com