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 ... Article
Article  |   June 01, 2011
Current Issues: A Group Supervisory Approach to Preschool Fluency Therapy
Author Affiliations & Notes
  • Anu Subramanian
    Purdue University, West Lafayette, IN
  • Jennifer SimpsonColumn Editor
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / School-Based Settings / Professional Issues & Training / Speech, Voice & Prosody / Current Issues
Article   |   June 01, 2011
Current Issues: A Group Supervisory Approach to Preschool Fluency Therapy
SIG 11 Perspectives on Administration and Supervision, June 2011, Vol. 21, 54-60. doi:10.1044/aas21.2.54
SIG 11 Perspectives on Administration and Supervision, June 2011, Vol. 21, 54-60. doi:10.1044/aas21.2.54

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.

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