راهکارهای درمانی خاص در درمان لکنت زبان کلینیک تخصصی لکنت کرج ضلع جنوب غربی میدان والفجر

راهکارهای درمانی خاص در درمان لکنت زبان کلینیک تخصصی لکنت کرج ضلع جنوب غربی میدان والفجر

 

Summary

Unlike Van Riper’s tracks, Starkweather’s only provide information as to the onset of each particular track of stuttering, and there is limited informa¬tion as to how any given track will develop, whether it is resistant to therapy, and in many examples the type of stuttering seen at onset. It is likely that experienced clinicians will readily identify children they have seen with each of the tracks that Starkweather has identified. Of course, equally we can say that there are many more children who grow up with poor motor control, or with advanced linguistic abilities, or with poor self-esteem, but do not develop a stutter. Starkweather’s point is that in each individual circum¬stance the balance of demands and capacities will determine both the exist¬ence of stuttering and the efficacy of treatment. Therapy in each case will involve reducing demand and increasing capacity, whether linguistic, motoric, emotional or cognitive, as appropriate to each track and each individual.

Spontaneous recovery

A complicating factor in dealing with stuttering in its earlier years is the fact that many children who are diagnosed as stuttering will cease to stutter, either with or without therapy, by the time they reach puberty. This has in the past given rise to the common call of “he will grow out of it”. If this is indeed so, then why should clinicians be concerned about treating the disorder. The answer is that taken out of context, these data can be misleading. Andrews and Harris (1964) found that as many as 80 percent of children who stutter will spontaneously recover before reaching their mid-teens.  However, spon¬taneous recovery rates drop to 40 percent if the stutter persists for more than 1 year, and 18 percent at 5 years post onset (Andrews et al., 1983).

Definitions of spontaneous recovery

Spontaneous recovery has been defined as the disappearance of the disorder without apparent cause, and which results in normal levels of fluency (Ingham, 1984). Nicolosi, Harryman, and

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