Based on solid treatment principles and research,Fluency Scenes Adolescent is a comprehensive, easy-to-use fluency-shaping tool.
- 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
Fluency Scenes Adolescent provides opportunities for teaching, practice, and generalization. Fifty picture scenes illustrate common preteen/adolescent themes and familiar fluency disruptors. Addressing these commonalities will increase your student's participation and interest. The stimulus items on the back of each card reflect a well-designed fluency program.
The cards are organized in a hierarchy of fluency skills with easier skills addressed in the beginning sets. Each strategy is taught in small, progressive steps using sets of 3-6 cards. Choose a starting point based on your student's therapy goals/ability level. The last set of cards target transfer and maintenance skills.
Eleven solid treatment strategies and principles come together so students learn how, when, and why to use them to improve the amount of fluent speech.
- 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.
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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 feeling 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 Adolescent 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.