1. assessment
10/12/2016

2. Preschooler
Room 1
Web cam setup for speech recording of Conversation, Monologue, & Reading
Play dyad w parent
Book reading/retell w parent (encourage child to tell story or spend time describing)
Play dyad w clinician w option for high pressure play to stimulate more stuttering
PPVT w child (good control variable & gives hint into some language processing)
Room 2
Record with overhead camera
Parent interview w all hx questions (need separate room & 2 clinicians for this part of session)
Review w parent how to fill-out ISPP & give copies for parents & grandparents (any available caregiver that spends time w child)

3. School-age
Room 1
Web cam setup for speech recording of Conversation, Monologue, & Reading
Play dyad w parent
Book reading/retell w parent (encourage child to tell story or spend time describing)
Play dyad w clinician w option for high pressure play to stimulate more stuttering
TOCS w child
SSI-4 will receive speech sample data—might need reading sample
PPVT w child (good control variable & gives hint into some language processing)
Introduce OASES to child while parent in other room
Review w parent & child how to complete OASES together (child’s perspective)
Room 2
Record session with overhead camera
Parent interview w all hx questions (need separate room & 2 clinicians for this part of session)
Review w parent how to fill-out ISPP & give copies for parents & grandparents (any available caregiver that spends time w child)
Review TASCC with parent for school personnel to complete
Review TOCS Observation rating for parent & school personnel to complete

4. Adolescent/teen Room 1 Room 2
Web cam setup for speech recording of Conversation, Monologue, & Reading
Interview questions for hx
Speech samples: monologue, conversation, phone?
SSI-4 will receive speech samples—might need reading passages (for reading speech sample)
Be prepared to offer basic educational information about stuttering
Causes (genetics & brain); universal fluency enhancing behaviors; famous people;
Basic treatment progression: educate, identify, desensitize, modify, transfer, generalize
Treatment options: all evid-based programs include active home program  personal trainer analogy
We can discuss tx options later…introduce Comprehensive Integrated Approach to stuttering therapy
Comprehensive: WHO-ICF; Stutt/stutt
Integrated: FS + SM + CBT
Review OASES for accurate completion but use today as conversation starters
Room 2
Interview questions for parent as well as teen client...you can get from our class. We need good hx.

5. adult
Room 1
Web cam setup for speech recording of Conversation, Monologue, & Reading
Interview questions for hx
Speech samples: monologue, conversation, phone?
SSI-4 will receive speech samples—might need reading passages (for reading speech sample)
Be prepared to offer basic educational information about stuttering
Causes (genetics & brain); universal fluency enhancing behaviors; famous people;
Basic treatment progression: educate, identify, desensitize, modify, transfer, generalize
Treatment options: all evid-based programs include active home program  personal trainer analogy
We can discuss tx options later…introduce Comprehensive Integrated Approach to stuttering therapy
Comprehensive: WHO-ICF; Stutt/stutt
Integrated: FS + SM + CBT
Review OASES for accurate completion but use today as conversation starter
Any family members/partners interested & available to participate someday?

6. Speech samples: Round one
IF parent indicates that stuttering was representative during play dyad/story retell….then we can proceed
1st week post-dx (within 7days of dx session*)
1st & 2nd year review video clips & identify best section of video to analyze ( syll)
1st year transcribes; 2nd year reviews & provides feedback
*always communicate w me re:timing, schedule, stress

7. Speech samples: round two
2nd week post-dx: day 7-14
1st year codes stuttering behaviors as best they can (see next slide for initial codes to use)
2nd year reviews & adds to coding (via class notes & MMA manual), discusses w 1st year
both students meet w Jessica to review coding
both students work together to compile data into table (get full report template from Jessica)

8. Initial round of coding by 1st year
Try going back now and determining what type of stutter behavior each stutter is…you can put the following codes immediately after the event:
[B] = block with a slash to indicate the sound that got stopped à like p/izza[B]; funny g/uy[B]
[P] = prolongation with periods to indicate the sound that got sustained à he is…[P]; let’s w…ait[P];
[SR] = sound rep with dashes to show number of iterations & a number to show the number of repeated sounds before the actual wordà like p-p-p-pizza[SR3]
[WR] = word rep w dashes to show number of iterations à I like-like-like[WR2] pizza
[PR] = phrase rep w dashes to show number of iterationsà he knew-he knew-he knew[PR2] him
Note: in a repetition, the final production of anything repeated doesn’t get counted as a repeated unit because it links to the final & target unit.