Students take an active role in their therapy and develop fluent speech through motor, linguistic, and psychosocial changes. This comprehensive program spells out a clear therapy program and shows you how to tailor treatment to individual student needs.
- Learn to analyze and modify speech productions
- Use modified speech patterns in the presence of fluency disrupters and in real-life situations
Experienced and beginning clinicians love the Easy Does It series for its:
- detailed explanation of therapy techniques
- systematic lesson plans
- clear goals and objectives
- student practice activities and materials
- take-home activities
Easy Does It for Fluency Intermediate is a direct approach to therapy. The focus is on forward flowing speech or word-initiation techniques, or both, depending on the needs of the student. The student takes an active role in identifying what he does when stuttering and determining what needs to be changed. Students are encouraged to verbalize goals and behaviors, self-monitor, and self-reinforce.
Three potential components of stuttering are addressed:
- Motor—address rate control and continuous phonation; learn to use bouncing, sliding, easy onsets, and light contacts
- Linguistic—activities emphasize language skills for problem solving, informing, conversation, and expressing feelings; length and complexity of response are factored in
- Psychosocial—develop positive attitudes and reduce emotional reactions; desensitize to fluency disruptors
The program is organized around six levels of progress:
- Getting Ready: The student is educated about the process and expectations for therapy and decides whether to make a commitment to the therapeutic process.
- Analyzing: The student differentiates easy disfluencies from stuttering in his own speech.
- Modifying Speech Production: The student produces easy speech using forward flowing speech and/or word initiation techniques like bouncing, sliding, light contacts, and easy onsets.
- Desensitizing: Fluency disruptors are introduced and the student learns to tolerate them while continuing to use easy speech.
- Transferring: The student gradually moves from the use of easy speech in the therapy room to spontaneous speech in real-life situation outside the therapy room. Activities move in a hierarchy from easier to more difficult settings. Response length and complexity gradually increase. Pragmatic functions such as informing, controlling, and expressing feelings are addressed.
- Maintaining: Therapy is phased out by gradually decreasing direct contact with the student.
Copy the student activity pages. The comprehensive program includes:
- therapy manual with 225 activities
- 218 page materials book
- troubleshooting tips and suggestions for modifications
- suggestions for support providers
- attitudes and advocacy techniques
- home assignments
- home and school letters
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.
- Stuttering therapy may focus on fluency-shaping techniques or stuttering modification techniques. Both techniques are evidence-based and involve key components of modeling and self-management or self-monitoring (Prins & Ingham, 2009).
- Laiho and Klippi (2007) found improvement in both the frequency and duration of stuttering moments in school-aged children involved in an intensive stuttering therapy program targeting stuttering modification.
- The speech-language pathologist must counsel the parents and the child who stutters with strategies to combat internal negative feelings, along with external negative reactions from others, including teasing. The child who stutters must feel free to express these emotions, otherwise he may continue to harbor internal negative feelings toward his stuttering which may prohibit him from progressing in fluency therapy (Ramig & Bennett, 1993).
- 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 Intermediate 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 January 28, 2010, from www.asha.org/docs/pdf/GL1995-00048.pdf
Laiho, A., & Klippi, A. (2007). Long- and short-term results of children's and adolescents' therapy courses for stuttering. International Journal of Language & Communication Disorders, 43(3), 367-382.
Prins, D., & Ingham, R.J. (2009). Evidence-based treatment and stuttering-historical perspective. Journal of Speech, Language, and Hearing Research, 52, 254-263.
Ramig, P.R., & Bennett, E.M. (1993). Working with 7- to 12-year-old children who stutter: Ideas for intervention in the public schools. Language, Speech, and Hearing Services in the Schools, 26, 138-150.
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.