Using Questions to Help Speech Patients

//Using Questions to Help Speech Patients

Using Questions to Help Speech Patients

Using Embedded Questions to Facilitate the Use of “Yes”

I like things simple. I had learning problems as a child and am profoundly aware

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of and respect the learning challenges of others. Simplification and repetition is
how I always had to approach learning myself, so I use the same methods when
teaching others. Later on in this text, you will read about my “tying your shoes”
approach to speech therapy. Perhaps my own learning style has contributed to
my ability to help many people with developmental or acquired neurologically
related difficulties.

If you want a person to learn to actually speak the words “yes” and “no,”
it may be challenging. It is for this reason that I have to teach specific speech
behaviors sequentially. Since I am not known for my multitasking ability, I rarely
use it in my approach to therapy. Multitasking, as defined by Merriam-Webster,
is the performance of multiple tasks at one time and requires a certain level of
higher cognitive ability that people with communication difficulties may not
possess at the time of treatment.

38 | the teaching of TALKING

!erefore, if I wanted to stimulate a verbal response for “yes” and “no,” I
would first work on each concept and make sure that the PCD comprehends
and expresses the task correctly. For instance, when working on the first goal
of getting a PCD to answer a “yes” question to 99%, I would start out with
only “yes” questions. !at is where I went wrong as a new clinician, by asking
both “yes” and “no” questions in the same clinical interaction. By the end of the
time allotted, we were both extremely frustrated! Having learned from my early
clinical mistakes, I want to give you an example of how the dialogue would sound
and look today.

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