WHAT DOES THE IMPAROLE SPEECH THERAPIST DO IN REHABILITATION DO? HOW DOES IT HELP CHILD AND PARENTS?
In the rehabilitation of fluency different approaches can be used, but all have as a common basis the involvement of parents.
Through a family counselling with the speech therapist and, in cases where deemed necessary, also with the psychotherapist, we try to understand together with the parents what strategies could be adopted at home to facilitate the fluency of the child.
In many cases, in fact, when the child is very small, the intervention is indirect.
Through the networking between speech therapist and parents, it is possible to solve the problem without an intervention on the child.
In other cases, however, when the child is larger and active in therapy, he or she tries to identify the most suitable strategies for overcoming the difficulties linked to the rhythm of the interview, breathing, speed and insecurity.
WHAT MATERIALS DOES THE SPEECH THERAPIST USE IN THERAPY?
The speech therapist proposes both specific exercises: breathing techniques, slowing down the speed of speech and so on, as well as playful activities such as singing a song, telling one’s own experience at different speeds etc…..
HOW MANY TIMES A WEEK DOES THE SPEECH THERAPIST SEE THE CHILD?
Logopedical therapy for dysfluence is one-weekly.
HOW CAN THE PARENT HELP THE CHILD EVERY DAY?
In order to help parents understand the child’s difficulties and above all to overcome them, the speech therapist needs to understand what the behaviour of flu at home is.
For this reason, monitoring interviews are planned with parents where there is an exchange, a comparison between what emerges in therapy and what emerges at home.
Parents are advised to adopt communicative strategies to promote a better fluidity in the child’s language.
HOW DOES THE SPEECH THERAPIST WORK WITH THE TEACHER?
The speech therapist plans interviews with teachers, to understand how the child lives in school his or her difficulties related to fluency and understand how these can affect relations with peers and teachers, not to help the child’s self-esteem and therefore his or her experience.