Motivating card games give students valuable experience in talking about their feelings and practicing a variety of new speech behaviors.
- Develop coping, cognitive, motor, and social strategies
- Deal constructively with reactions to stuttering and reduce physical manifestations
Six different card games facilitate therapy for the emotional, physical, and cognitive aspects of stuttering. Students practice skills in a fun, comfortable environment with games like Go Fish, War, Pyramid, and more! The games can supplement any fluency program including a "speak more fluently," "stutter more fluently," and "integrated approach."
There are four 54-card decks loaded with relevant stimuli that prompt students to share their feelings and practice speech behaviors:
Explore personal feelings, feelings about speaking, and how others react to stuttering.
- What are three things that make you angry?
- Name one thing that confuses you about the way you speak.
- What are two things you like about the way you talk?
Functional Communication Deck
Talk about and describe situations at school and in the community.
- Who is the funniest student in your class?
- Practice saying, "_________ is the funniest student in my class."
- Describe a time when something funny happened to you at school.
Talk about personal likes and dislikes.
- What is a fast-food restaurant?
- What is your favorite fast-food restaurant?
- Describe how you place an order at the drive-up window of a fast-food restaurant.
Social Communication Deck
Practice speaking in common situations with same-age peers. Students talk about their family, likes and dislikes, and after-school activities.
- How do you get home from school?
- Ask a friend to come to your home after school.
- Practice giving directions from your school to your home.
Stuttering Awareness Deck
Develop an awareness of stuttering and its characteristics by describing fluent speech, analyzing secondary behaviors, using negative practice and pull outs, and describing reactions to stuttering and teasing.
- What do you do when you first feel you are going to stutter?
- Why is it important to practice pull out in speech class?
- Describe three positive ways to react to teasing.
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- Fluency 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).
- 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 prevent him from progressing in fluency therapy (Ramig & Bennett, 1993).
- Laiho and Klippi (2007) found improvement in both the frequency and duration of stuttering moments in school-aged children involved in an intensive stuttering program targeting stuttering modification.
- ASHA (1995) promotes use of a hierarchy going from single word to conversation fluently, role-playing social situations to desensitize a student's reaction to stuttering, and implementing parent and teacher support for carryover of targeted fluency skills.
Fluency Card Games 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 October 11, 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.