Current Issues: A Group Supervisory Approach to Preschool Fluency Therapy

Blended individual-group supervision (BIGS) was described by Murphy and Watson (2004) as a technique to combine both individual and group supervision styles using the tenets of the teaching clinic (Dowling, 1979). The present article uses a modified version of BIGS to supervise student clinicians working with preschool children who exhibit dysfluencies. The therapy techniques used include direct techniques such as speaking in fast and slow rates of speech and choral reading. Parent education is an integral part of the therapy process. This includes providing parents with information about stuttering and fluency enhancing conditions while also giving parents the opportunity to utilize these techniques in the session. Student clinicians learn to incorporate fluency enhancing conditions in sessions and to have close interaction with parents. Therapy for older children (5-year-olds) integrates more direct strategies to reduce dysfluencies. Supervisory meetings are comprised of group meetings, and students come prepared with questions and interact with each other and the clinical supervisor in order to plan and implement therapy.

from Perspectives on Administration and Supervision

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Housed at the internationally renowned Callier Center for Communication Disorders, Callier Library a branch facility of the McDermott Library at The University of Texas at Dallas.

Posted on June 15, 2011, in Research. Bookmark the permalink. Leave a comment.

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