Boston Public Schools, MA.
Lang Speech Hear Serv Sch. 2023 Oct 2;54(4):1038-1051. doi: 10.1044/2023_LSHSS-22-00172. Epub 2023 Aug 2.
This clinical focus article follows the case studies of three school-age children who stutter in solution-focused brief therapy (SFBT), highlighting treatment features and demonstrating positive outcomes. Empowerment and self-agency are emphasized as desired characteristics. Children searched within themselves and acted to influence therapy results. Techniques such as self-disclosure and fluency shaping were incorporated into this approach.
In a public school district, participants with moderate-to-severe stuttering used the Clinical Use of Self-Reports to measure their perceived stuttering severity across various contexts and audiences. The speech-language pathologist (SLP) provided verbal feedback/contingencies including personalized questions, supportive statements, and positive gestures/comments. The students identified a stuttering problem, implemented the suggested techniques in clinic and in their natural environments, and shared pertinent feedback during the following therapy sessions.
Participants solved stuttering problems and took charge of their own treatment. After 5 weeks of SFBT, the 18-year-old demonstrated sufficient problem-solving skills to agree to be discharged from the program. The remaining two students exhibited growth toward their individualized goals. They showed curiosity about their own stuttering situations and applied innovative strategies, in the outside world, that had been practiced and formulated in their therapy sessions.
The participants engaged in conversations with the SLP, teachers, peers, and family members. They documented conversations, reflections, performance scales, and personal goals in their journals. During therapy sessions, the children clarified real-life goals and tried out techniques for managing their stuttering difficulties. In addition, they completed the Clinical Use of Self-Reports to assess their communication values, successes, and challenges.
本临床焦点文章介绍了三位在聚焦解决短期治疗（SFBT）中口吃的学龄儿童的案例研究，重点介绍了治疗特点，并展示了积极的结果。强调赋权和自我代理是理想的特征。儿童在自己内部寻找并采取行动来影响治疗结果。该方法结合了自我披露和流畅性塑造等技术。
在一个公立学区，有中度至重度口吃的参与者使用自我报告的临床应用程序来衡量他们在各种情境和听众中对自己口吃严重程度的感知。言语语言病理学家（SLP）提供口头反馈/后果，包括个性化问题、支持性陈述和积极的手势/评论。学生确定口吃问题，在诊所和自然环境中实施建议的技术，并在接下来的治疗会议上分享相关反馈。
参与者解决了口吃问题并负责自己的治疗。经过 5 周的 SFBT，18 岁的学生表现出足够的解决问题的技能，同意从该计划中毕业。其余两名学生朝着各自的目标取得了进展。他们对自己的口吃情况表现出好奇心，并在外部世界应用了创新策略，这些策略在治疗会议中得到了实践和制定。
参与者与言语语言病理学家、教师、同伴和家人进行了对话。他们在日记中记录了对话、反思、表现量表和个人目标。在治疗会议上，孩子们澄清了现实生活中的目标，并尝试了管理口吃困难的技术。此外，他们完成了自我报告的临床应用程序，以评估他们的沟通价值观、成功和挑战。
