LinguiSystems home
Fluency Scenes Elementary
Ages: 6-11   Grades: 1-6

Eleven proven fluency strategies are pulled together so students learn how, when, and why to use them to improve the amount of fluent speech.


  • Increase fluent speech in conversation, in the classroom and in the community
  • Master strategies of fluent speech
  • Use specific fluency strategies based on pattern of stuttering behavior
Add to Cart

Establishing fluent speech outside of the therapy room is challenging.  Fluency Scenes Elementary will help.

There are 50 scene cards divided into sets of 3-6 cards each in Fluency Scenes Elementary.  Each set focuses on a fluency strategy that is taught in small, progressive learning steps.  The last set of cards target transfer and maintenance skills.  Students learn to use the strategies whenever and wherever they need them.

  • Cards 1-5: Establishing Fluency Through Increasingly Longer and More Complex Utterances
    Over-exaggerated mouth movements and slow talking rate set the stage for future success.  Students learn to make their speech sound like one, big connected unit.
  • Cards 6-9: Regulating/Controlling the Breath Stream
    Mastering breath support/control is critical to fluency growth.  These exercises are not intended to replicate normal speech but form the foundation for increasing fluency.
  • Cards 10-14: Establishing Light Articulatory Contact
    Using light articulatory contacts helps the student reduce tension in his speech.  This can lead to decreasing the length of time he holds a sound (e.g.," t-t-t-t-table") or recovers from a speech block.
  • Cards 15-19: Controlling Speaking Rate
    Students learn the effect of speaking rate on the fluency of their speech and their ability to use strategies when they stutter.
  • Cards 20-24: Oral Planning and Coordination
    Learning to imagine or visualize being successful in speaking situations is the goal of this set.
  • Cards 25-27: Desensitization
    Your student will realize his strengths and weaknesses so he can manage his stuttering moments.  Using multiple techniques, he learns to worry less about stuttering and more about building confidence to continue speaking during and after stuttering moments.
  • Cards 28-31: Modifying the Stuttering Moment 
    These exercises will teach your student how to change his stuttering and decrease his frustration.
  • Cards 32-35: Reduction of Word Avoidance Behaviors
    This set of exercises helps your student decrease his fear of difficult words or situations.
  • Cards 36-40: Self-Awareness and Self-Monitoring
    During these exercises, your student talks about how he stutters and the places/situations, words, phrases, and sounds that are particularly difficult for him.  Your student takes ownership of and monitors his speech independently.
  • Cards 41-44: Positive Attitude Toward Self and Communication
    Help your student recognize and embrace his uniqueness, become proud of himself, and realize his stuttering does not control his ability to speak.
  • Cards 45-50: Transfer and Maintenance
    Motivate your student to work on his speech skills at school, home, and in his community with these activities.

Copyright © 2013

50 8½" x 11" double-sided, coated picture/stimuli cards; instructions; vinyl folder
  • 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 child who stutters and his parents with strategies to combat internal negative feelings and strategies to combat external negative reactions from others (e.g., teasing or bullying).  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 who were involved in an intensive stuttering program that targeted stuttering modification.
  • ASHA (1995) promotes the use of a hierarchy going from single words to conversation fluently, role-playing situations to desensitize a child's reaction to stuttering, and implementing parent/teacher support for carryover of targeted fluency skills.

Fluency Scenes Elementary 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 December 13, 2012, from

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, 42(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 Schools, 26, 138-150.




Establishing, maintaining, and generalizing fluency techniques can be challenging for students and clinicians.  Fluency Scenes Elementary combines solid treatment principles and research to present a comprehensive, easy-to-use, fluency-shaping tool.

These 50 picture scenes illustrate common student themes and familiar fluency disruptors.  Addressing commonalities will increase your students' participation and interest.  The stimulus items on the back of each card reflect a well-designed fluency program:

  • establish fluency in lengthening expressions
  • teach light articulatory contacts using easy onset, bounce, and slide
  • control the speaking rate
  • apply oral-motor concepts and coordination
  • use purposeful stuttering with bouncing and stretching
  • modify the stuttering moment using a pull out or a cancellation
  • reduce avoidance behaviors
  • increase self-awareness of primary and secondary stuttering behaviors
  • improve attitudes toward self and communication
  • transfer and maintain fluency strategies
  • increase parental involvement

Each picture scene provides opportunities for teaching, practice, and generalization.  Many cards show common themes or fluency disruptors.  Other cards take abstract fluency techniques and make them real by providing a visual model.  The fluency exercises help your students practice and demonstrate their understanding of all the elements included in a well-rounded fluency program.

The cards are organized in a hierarchy of fluency skills with easier skills addressed in the beginning cards.  This is the suggested sequence of presentation, but you can use the scenes and fluency strategies in a variety of ways to best meet individual therapy goals for your students.  Use your clinical judgment to determine the optimum way to implement Fluency Scenes Elementary into your fluency therapy program.

  • Show the picture scene to the group and ask students to take a moment to think about what is happening in the picture.
  • Ask the students to describe the scene by providing a brief story regarding what they think is happening.  Some scenes will help students recount their own familiar fluency disruptors and associated feelings.
  • Present the exercises on the card that address your students' therapy needs.

However you choose to use Fluency Scenes Elementary, we hope you'll find these situations and exercises important tools to enhance the fluency and overall confidence of your students.