Differing Perspectives on What to Do with a Stuttering Preschooler and Why

Autor/inn/en	Onslow, Mark; Yaruss, J. Scott
Titel	Differing Perspectives on What to Do with a Stuttering Preschooler and Why
Quelle	In: American Journal of Speech-Language Pathology, 16 (2007) 1, S.65-68 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2007/008)
Schlagwörter	Reader Response; Reading Writing Relationship; Preschool Children; Religious Factors; Stuttering; Assistive Technology; Academic Accommodations (Disabilities); Speech Language Pathology + Suchen Sie Ihr Suchwort? Leserbrief; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stammer; Stottern
Abstract	Purpose: In order to produce a compact and readable overview of clinical issues for clinicians, the authors developed a "1,000-bites" format in which they discuss a topic initiated by one of the authors. Method: The format is designed to give the reader the feeling of contemporaneous observation of a conversation between 2 authors. To that end, the format guidelines are as follows: (a) alternating responses from the authors with no response greater than 100 words; (b) a maximum of 1,000 words per author; (c) when one author has used 1,000 words, the other can complete 1,000 words in a final response or opt to not issue a final response; (d) debate may be controversial and vigorous but must be collegial; and (e) a noncontemporaneous edit by an author to a response requires the agreement of the other author. Conclusions: The "1,000-bites" format achieved a collegial exchange between 2 discussants with differing opinions by creating a single work of shared authorship by them. Arguably, this format is more informative to clinicians than independent essays and rebuttals in a sequence of letters to the editor. One of its advantages is that it provides insights into the issue at stake by means of short and contemporaneous segments of spontaneous interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10