Fluency Intervention for Preschoolers and Their Families in the Public Schools Early intervention for stuttering has been proven to have dramatic and lasting results in the remediation of the disorder. The mandates of P.L. 99–457 (now P.L. 102–119, the Individuals with Disabilities Education Act or IDEA) provide a vehicle for fluency management at the preschool level through the public schools. This ... Clinical Forum
Clinical Forum  |   April 01, 1995
Fluency Intervention for Preschoolers and Their Families in the Public Schools
 
Author Affiliations & Notes
  • Sheryl Ridener Gottwald
    Sanborn Regional School District, Kingston, NH
  • C. Woodruff Starkweather
    Temple University, Philadelphia, PA
  • Contact author: Sheryl R. Gottwald, 67 Mount Delight Road, Deerfield, NH 03037.
    Contact author: Sheryl R. Gottwald, 67 Mount Delight Road, Deerfield, NH 03037.×
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / School-Based Settings / Speech, Voice & Prosody / Clinical Forum: Treating Fluency Disorders
Clinical Forum   |   April 01, 1995
Fluency Intervention for Preschoolers and Their Families in the Public Schools
Language, Speech, and Hearing Services in Schools, April 1995, Vol. 26, 117-126. doi:10.1044/0161-1461.2602.117
History: Received June 17, 1993 , Accepted February 14, 1994
 
Language, Speech, and Hearing Services in Schools, April 1995, Vol. 26, 117-126. doi:10.1044/0161-1461.2602.117
History: Received June 17, 1993; Accepted February 14, 1994

Early intervention for stuttering has been proven to have dramatic and lasting results in the remediation of the disorder. The mandates of P.L. 99–457 (now P.L. 102–119, the Individuals with Disabilities Education Act or IDEA) provide a vehicle for fluency management at the preschool level through the public schools. This article describes a conceptual framework for developing a multifaceted, individually tailored treatment program for young children who stutter, their families, and their preschool or daycare staff. Suggestions are provided for reducing environmental demands through education, affective support, and behavior change facilitation. Direct therapy techniques designed to reduce struggle and enhance fluency also are identified.

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