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
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
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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 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 www.asha.org/policy/GL1995-00048.htm
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.