Use play-based activities with clear goals and techniques to shape fluency. This program is adaptable to direct and indirect therapy and meets the needs and interests of young children.
- Shape fluency through motor, linguistic, and psychosocial changes
- Use easy onsets, light contacts, and continuous phonation
Experienced and beginning clinicians love the Easy Does It series for its:
- detailed explanation of therapy techniques
- evidence-based therapy plans
- clear goals and objectives
- step-by-step progression of lessons
- student practice activities and materials
- take-home activities
Easy Does It for Fluency Preschool/Primary is based on the premise that much learning takes place through modeling. Fluency is shaped through motor, linguistic, and psychosocial changes. The activities are play-based and supplemented with materials from the 169 page Materials Book.
The program is organized around five levels of progress:
- Experiencing Easy Speech: The child experiences fluency through the use of slow, easy speech using slightly exaggerated inflection patterns. (Inflection patterns and speaking rate are normalized as the child progresses.)
- Establishing Easy Speech: The child imitates the use of easy speech in stereotyped and carrier sentences, and progresses to using easy speech in novel sentences. Thirty-four play-based activities are outlined with instructions, materials, and home activities.
- Desensitizing to Fluency Disrupters: The child maintains the use of easy speech while tolerating pressures which may disrupt fluency. Disruptors are presented in the form of people, noise, interruptions, new locations, contradictions, time pressures, emotional topics, and competition.
- Transferring Fluency: The child uses easy speech in real-life situations. Activities begin with semi-structured tasks and progress to spontaneous speaking tasks. The response type becomes more conversational and the length of responses increases.
- Maintaining Fluency: Direct therapy contacts are reduced as the child maintains the use of easy speech for longer periods of time without therapy intervention.
Copy the student activity pages. The all-in-one program includes:
- therapy manual with 188 activities
- 169 page materials book
- troubleshooting tips and suggestions for modifications
- home activities
- home and school letters
- sample lesson plans
Copyright © 1998
- ASHA (1995) promotes use of a hierarchy going from single words to conversation fluently, role-playing social situations to desensitize a patient's reaction to stuttering, and implementing parent and teacher support for carryover of targeted fluency skills.
- Fluent children between four and five years of age can distinguish between fluent and disfluent speech and usually assign a negative label to disfluent speech. Children often reported they wanted to be friends with a child who showed fluent speech. This has clinical implications of not only the rationale that very young children can identify disfluent speech, but also the negative social consequences if a young child does not improve with fluency strategies (Ezrati-Vinacour, Platzky, Yairi, 2001).
- Preschool children who stutter were found to have quicker response times and more fluent speech during a picture description task after a priming sentence was provided versus when no priming sentence was provided (Anderson & Conture, 2004). Use of imitation, carrier phrases, and speech modeling in this book all provide examples of priming as a fluency enhancing measure.
- Young children who stutter showed more difficulty adapting to a new environment, showed greater attention span, and more variability in biological patterns, such as hunger and sleep, in comparison to children who do not stutter. A therapy approach should take these results into account to provide effective fluency intervention (Anderson, Pellowski, Conture, & Kelly, 2003).
- Use of fluent conversational skills, in various social situations relevant to the child, need to be directly addressed in therapy for successful transfer of targeted skills and discharge from speech therapy services (Weiss, 2004).
Easy Does It for Fluency Preschool/Primary incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (1995). Guidelines for practice in stuttering treatment. Retrieved September 9, 2009, from www.asha.org/policy
Anderson, J.D., & Conture, E.G. (2004). Sentence-structure priming in young children who do and do not stutter. Journal of Speech, Language, and Hearing Research, 47, 552-571.
Anderson, J.D., Pellowski, M.W., Conture, E.G., & Kelly, E.M. (2003). Tempermental characteristics of young children who stutter. Journal of Speech, Language, and Hearing Research, 46, 1221-1233.
Ezrati-Vinacour, R., Platzky, R., & Yairi, E. (2001). The young child's awareness of stuttering-like disfluency. Journal of Speech, Language, and Hearing Research, 44, 368-380.
Weiss, A.L. (2004). Why we should consider pragmatics when planning treatment for children who stutter. Language, Speech, and Hearing Services in Schools, 35, 34-45.