The CALMS : A Multidimensional Approach to Assessing and Treating School-Age Children Who Stutte <Invited Articles>

Healey E. Charles

広島大学大学院教育学研究科附属特別支援教育実践センター研究紀要

The Bulletin of the Center for Special Needs Education Research and Practice Graduate School of Education, Hiroshima University

This article is a summary of information provided by the author to Hiroshima University and two other universities in Japan during his visit in December, 2011. The content is based on a multidimensional model of stuttering that accounts for cognitive, affective, linguistic, motor, and social (CALMS) factors that contribute to the maintenance of stuttering in school-age children who stutter. This article describes the CALMS model and how it serves as the basis for the 23 items used in the CALMS Assessment of stuttering. Specific items used in the CALMS Assessment are listed along with the rationale for assessing each item. Once the assessment data are obtained, a profile of performance across the 23 items can be created. From the profile, a clinician can focus on specific items across the CALMS domains that need to be addressed in treatment. Specific treatment suggestions for children who stutter are described.

children who stutter the CALMS assessment

treatment for stuttering

Education [ 370 ]

eng

広島大学大学院教育学研究科附属特別支援教育実践センター

[ISSN] 1883-5406

[NCID] AA12383831