Lynne Hebert Remson, Ph.D., CCC-SLP, BCS-F, is a Speech-Language Pathologist in the Phoenix and Scottsdale areas. She obtained her doctorate at Arizona State University and earned graduate and undergraduate degrees at the University of Louisiana at Lafayette. She has been a faculty member at ASU, NAU and CSU-LA for 14 years, teaching graduate and undergraduate courses in fluency disorders and in language development and disorders. She is a past Chairman and past Recording Secretary for the Advisory Committee to the Office of Special Licensing for Speech and Hearing Professionals. Dr. Remson was a Regional Coordinator of Special Education for the State of Louisiana. She is a member of the initial cadre of Board Certified Specialists in Fluency (2001) and continues to hold specialty certification. She is co-founder of the Phoenix Family Group, a local chapter of the Stuttering Association (NSA) , a support group for children and youths who stutter and their families. This chapter has won the NSA Chapter of the Year award twice since it was founded in 2009. She is also a past member of the Executive Board of the NSA. With over 30 years of experience, Dr. Remson was a member of the Preschool Evaluation Team for the Scottsdale Unified School District for 12 years and has maintained a private practice for the last 15 years. Her areas of specialty include language and learning disabilities, dyslexia, auditory processing disorders, reading and writing disorders, and stuttering in children and adults.
Dr. Remson provides language intervention for individuals from preschool through adulthood. For preschool and school-aged children, the focus in on meeting academic requirements and improving social interaction. For adults, therapy is designed to promote better oral and written communication for social and workplace needs. Approaches to oral and written language intervention are based on a functional model of oral and written communication. This model assumes that the components of language are related to and interact with each other based on the purpose of speaker/writer.
Dr. Remson employs a literature-based approach to provide intervention for delays and disorders of oral language comprehension and expression, reading accuracy, reading comprehension, and writing. Written expression includes content, organization, and writing mechanics (spelling, punctuation and handwriting). Therapy is individualized based on the needs and particular interests of the client. This functional approach includes direct intervention with phonological awareness; phonics; word recognition; understanding root words, prefixes and suffixes (including past tense and BE verbs); understanding and using longer and more complex sentences, and understanding and creating longer and more complex oral and written stories. Therapy for preschoolers who stutter is designed to return the child to normal, spontaneous fluency by identifying and implementing fluency enhancing strategies and eliminating or reducing fluency disruptors in the child's environment. Stuttering therapy for school-aged children and adults is based on a normal speaking model. This model assumes that all speakers have the necessary physical structures and functions to produce fluent speech. Controlled fluency can be attained by learning to alter features such as tension, rate and phrasing to achieve fluency. Practices are introduced to also desensitize the individual to stuttering and support the ability to speak in contexts that have been previously avoided.