Fluency Assessment tool

8/9/2019 Fluency Assessment tool

1/35

ASSESSMENT

FLUENCY ASSESSMENT SUGGESTIONS

1. Rote Tasks:

a. Counting: 1 2

!. Re"iting t#e $a%s o& t#e 'eek

2. Senten"e Re(etition Task

a. T#e $og "#ase$ t#e "at.

!. I )ike "#o"o)ate i"e "*ea+.

". To+ #as )ots o& &un ()a%ing !a)) 'it# #is siste*.

$. ,i)) #as a )a*ge !)a"k an$ '#ite s(otte$ $og.

e. Su++e* is +% &a-o*ite season.

&. e a*e going to !u% so+e "an$%.

g. I $on/t )ike snakes.

#. as t#e "a* &o))o'e$ !% t#e (o)i"e0

i. ,ett% #as a (*ett% $o)).

. o#n is ()a%ing 'it# #is $*u+.

3. 4i"tu*e 5es"*i(tion Task

6. Sto*% Rete)) 7e.g.8 9Cookie T#e&t;


2/35

STUTTER TY4ES

Take note of which stutter types the client usually has:

,)o"ks(the word is stopped or interrupted, however briefly, before its completion;the word may

come out forcefully, accompanied with a sudden burst of air and/or articulatory tension)

Re(etitions(a sound, part of a word, a whole word, or part of a sentence is repeated)

Soun$ *e(etition a single sound is repeated (usually the first sound in the word)eg, f!f!father

4a*t>'o*$ *e(etition a syllable is repeated

eg, fa!fa!father

#o)e>'o*$ *e(etition the entire word is repeated

eg, father!father

4#*ase *e(etition part of the sentence/the entire sentence is repeated

eg, "y father!my father is a teacher

4*o)ongations(a sound is stretched for an abnormally long time)

Co+!ination stutte*s(# or more of the above occur at the same time)

Take note if the client usually stutters:

at t#e !eginning o& senten"es

in t#e +i$$)e o& senten"es

Take note about duration of stuttering:

how long, in seconds, is the longest stuttered moment$

COM4UTING ? SYLLA,LES STUTTERE5

To compute % syllables stuttered (% ss):

& of stutters'''

total & of syllables ** + ''' % ss

in order to get a good representation of the child-s speech, obtain a . to minute conversational sample and if applicable,

an oral reading sample

COM4UTING RATE

To compute syllables per minute (spm):

Total & of syllables

& of minutes + syllables/minute (spm)

the norm for children is 0* to 1* spm and for adults is 1* to #2* spm


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FLUENCY CASE HISTORY

NAME OF CHILD:GRADE:SCHOOL:PARENTS/GUARDIANS:PHONE #:

ADDRESS:DATE:LANGUAGE SPOKEN IN THE HOME:

1. Describe your childs health. List any current medications your child is taking.

2. Has your child ever had surgery on his/her head, face, neck, or chest?

3. Has your child ever sustained an injury that may have caused trauma to his/her head, face, neck, orchest?

4. When did your child start to stutter?

5. Who first noticed your childs stuttering?

6. What as the stuttering like hen it as first noticed? !e.g., easy re"etitions, lots of struggle#

7. What is the stuttering like no?

!"" $! !%%"&'

your child re"eats sounds, syllables, or ords your child "rolongs !hold onto# sounds your child has difficulty getting sounds to come out the stuttering cycles !gets better or orse daily, eekly, or monthly# the stuttering has orsened since it began

the stuttering has im"roved since it began

$our childs stuttering today is% re"resentative or ty"ical of his/her usual s"eech better than usual orse than usual

&ate your childs stuttering% the stuttering is mild the stuttering is moderate the stuttering is severe

(. Does anyone else in the family stutter? &)*/+,

'f &)*, "lease "rovide the folloing information%

List the relatives ho stutter on the fathers side. (lease indicate if any of these relatives recovered

or if they still stutter.

List the relatives ho stutter on the mothers side. (lease indicate if any of these relatives

recovered or if they still stutter.


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-. 's your child aare of his/her stuttering? &)*/+,'f &)*, ho does your child deal ith the stuttering? !e.g., sto" talking, become frustrated, cry, ask forhel"#

1. List situations hen your child a""ears to stutter more?

11. List situations hen your child a""ears to stutter less?

12.)re there any sounds, or ords that seem more difficult for your child? &)*/+,'f &)*, does your child avoid any sounds or ords?

13. List any *tricks+ your child uses to get ords out?

14. What do you do hen your child stutters?

15. Ho do family and friends react to your childs s"eech?

16. Has your child ever been teased?

17. Has your child received "revious thera"y? &)*/+,'f &)*,

hen?

here?

for ho long?

hat did your child ork on?

as "revious thera"y hel"ful?

1(.)re you interested in thera"y no? &)*/+,

1-. What are your goals for your child in this thera"y "rogram?

2. What are your childs interests?

21.)re there any other "roblems your child is e"eriencing? !e.g., difficulties at home or school?#

--. List any uestions you have about stuttering.


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0)+ 0)*)'

. Do you feel like you talk "ro"erly !right#? $/N-. 's it hard to ask the teacher a uestion hen youre in class?!Does it make you nervous?# Y/01. Do you sometimes feel like ords might get stuck in your mouthhen you talk? Y/02. Do you think "eo"le orry about !or think about# the ay you talk? Y/0

3. Do you feel like its harder for you to give a re"ort in class !bookre"ort, "resentation, talk in front of the class# than it is for most of theother kids in your class? Y/04. Do the other kids in your class think that you talk funny !differently#? Y/05. Do you like the ay you talk? $/N6. Do "eo"le sometimes finish ords for you? Y/07. Do you think that your "arents like the ay you talk? $/N8. Do you find it easy to talk to most "eo"le? $/N. Do you feel like your s"eech is good most of the time? $/N-. 's it hard for you to talk to "eo"le? Y/01. Do you think that you talk like other children you kno? $/N2. Do you orry about !or think about# the ay you talk? Y/0

3. Do you find it easy to talk? $/N4. Do you think that your ords come out easily? $/N5. Do you think its hard to talk to strangers !"eo"le ho are safe totalk to, but that you dont kno very ell#? Y/06. Do you think that other kids ish they could talk like !the same as#you? $/N7. Do kids ever make fun of or tease you about the ay you talk? Y/0-8. Would you say that talking is easy for you? $/N-. 's it hard for you to tell someone your name? Y/0--. Do you find that some ords are hard for you to say? Y/0-1. Do you s"eak ell ith almost everyone? $/N-2. Do you think that you sometimes have trouble talking? Y/0

-3. Would you rather talk about something than rite about it? $/N-4. Do you like to talk? $/N-5. Do you think that you are a good talker/s"eaker? $/N-6. Do you ever ish that you could talk/s"eak like other children youkno? Y/0-7. Do you ever feel afraid that the9your ords ont come out henyou talk !that they are there, but that they are stuck#? Y/018. Do you think that you talk better than your friends? $/N1. Do you orry or think about talking on the "hone? Y/01-. Do you think that you talk better hen you are ith a friend? Y/011. Do you think that other "eo"le are bothered by the ay you talk!do they seem to mind#? Y/0

12. Do you ever let other "eo"le talk for you? Y/013. Would you say that reading out loud in class is an easy thing for youto do? $/N

Average for children who stutter = 16.7Average for children who do not stutter = 8.7


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F")+& P0,")

S))0& R!+: :everity &ating ; :tuttered :yllables !19minute conversational sam"le#S%)!8+ R!): :yllables "er minute 0ormal !children% 48968 syllables/minute#


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1 +inute "on-e*sation sa+()e

3tudent: 4s it starting$

3!56: 7up, 4 got it started 3o can you tell me what you like to do for fun when you-re not a

school$

3tudent: 7yoouu mean, you mean when 4-m at home$ (combo: prolongation/ppr)

3tudent: 8h 4,4 well 4 like geography so much and 4 dr,draw these maps (wwr) (isr)

3!56: 9h you do$

3tudent: 4,4 draw maps of anada, lberta, an,and the world(wwr) (isr)

3!56: That-s so cool

3tudent: 4,4 even m,ma,ma,make some on my computer (wwr) (isr)

3!56: teen years old 4-ll,4-ll(wwr) (isyllr) (combo: isr/wwr) (wwr)

4 won-t draw maps anymore(block)

nd 4 think 4-ll know what my last one is

3!56: 7eahokay


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"om: @emember we drew a map the other day, last night on that scrapbook 7ou drew it for

me 7ou drew a map of what$

3tudent: 9h yeah, oh yeah, oh yeah

"om: 7eah what was it$

3tudent: 4,it was lberta (isr)

"om: Aorth merica

3tudent: Ao, no, no, no lberta

"om: 9kay

3!56:


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Se"on$a*% st*ugg)e !e#a-iou*s:reduced eye contact, $eye blinking, $?aw posturing

,*eat#ing: mid!phrase audible inhalations (especially after initial repetition or word)

Stutte* t%(es: prolongations, isreps, wwreps, ppreps, blocks, combination stutters


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FLUENCY TARGETS

5ia(#*ag+ati" ,*eat#ing 7tu++% !*eat#ing;"any people who stutter may hold their breath before they start to speak 3ometimes they

hold their breath mid!phrase, when they are e>pecting to stutter on a particular word

nother thing typical of stuttering is letting the air out in a rush as or before the first

sound is started (often this happens following a breath!hold) 4n order for the vocal cords towork properly, slow, smooth, and continuous airflow is reDuired Ereath!holds and fast rushes

of air can result in stuttering

Eecause the diaphragm is the largest and most powerful muscle for breathing, it offers the

best control over the airflow


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TEACDING FLUENCY TARGETS7DEL4FUL DINTS;

5ia(#*ag+ati" ,*eat#ing 7tu++% !*eat#ing;

!adeDuate breath support is an essential prereDuisite for smooth, continuous voicing

!many children who stutter do not appear to use their air efficiently 7ou may observe them

taking little gasping breaths, speaking on inhaled air, or speaking on GlowH air 7ou may hear

air flowing out Duickly on the e>halation (fast airflow) or you may notice Gupper respiratoryH

breathing (movement of the chest and shoulders)

!talk about Gupper respiratoryH (chest I shoulder) breathing Jemonstrate the difference

8se the Ftoothpaste tube- analogy 4f you sDuee=e a tube of toothpaste near the top (like the

chest and shoulder muscles around the lungs) lots of toothpaste comes out and it comes out

fast 4f you sDuee=e a tube of toothpaste near the bottom (like the diaphragm underneath

the lungs), the toothpaste comes out slowly and smoothly more controlK

!use (i"tu*esymbolsto help the child remember what to do when tummy breathing:

chair sit up straight

hand one hand on tummy to feel the tummy move I one hand on chest to feel that

there is no movement

mouth slightly open

ear should not hear any breathing tummy with balloon string tummy is like a balloon when air goes in it gets big, and

when air goes out it gets small

wheel tummy should keep movingLit should not stop

breathing hill Gin # out #, ., 2H

!it is easiest to learn tummy breathing while lying down Mravity helps to isolate the chest

and shoulder movements 9nce the child has established breathing on the floor, move to a

chair 8se a mirror to watch the chest and shoulders

!lots of kids are @NON@3N breathers That means their tummies go in when they breathe in

and their tummies go out when they breathe out Talk about how the tummy is like a balloon

or book on the tummy so they can see and feel the direction

the tummy is moving


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!it may help to put your hand on top of their hand gently press down when they should

breathe out and release the pressure when they should breathe in

!instead of counting, Gin #, out #, ., 2H you can try, Gbreathe breathe, blow, blow, blow, blowH

3maller kids may have difficulty breathing out to 2, so you may need to reduce the count to

.

!use a kleene> place it in front of the child-s mouth so they can watch the airflow move the

kleene>

!put your hand in front of the child-s mouth so you can feel the air coming out

!check to feel/watch that the child does not hold his/her breath at the peak of the

inhalation or at the bottom of the e>halation

!always practice consecutive breaths (this reinforces continuous breathing and reducesbreath!holding)

!mouth should be slightly open when breathing in and lips should be slightly pursed when

breathing out 6ursed lips help to slow the airflow out

!you should not hear the breathing (in or out) if you can hear it, the air it too fastK 3ay,

GshhH or G4 can hear youKH

!make breathing P8AK 6lay games

!when it-s your turn to breathe, make mistakes and see if the child can tell you what you are

doing wrong:

breathe loudly

keep your mouth closed

slump down or stretch out in your chair

place your hands in incorrect positions

move your chest and shoulders when you breathe

hold your breath (make sure your tummy stops moving)

!use gestu*esas a gentle reminder to use tummy breathing:

tap your tummy to cue the child to use tummy breathing

place your finger up to your mouth to cue the child to keep the breathing Duiet


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1

Ta*get Sti+u)us

Mate*ia)

Tea"#ing Ai$ Ga+e I$eas Do+e'o*k Goa)s

Tu++% ,*eat#ing Ealloon

Qleene> bo>

Qleene>

Eook on tummy

6icture symbols

Mestural cues

"irror

rocodile Jentist

Jon-t


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STRETCD

!use a (i"tu*eof an elastic band to symboli=e this target

!talk about syllables (beats in a word) 6ractice tapping out , #, ., and 2 syllable words sk

kids to guess how many syllables are in your names

!talk about GstretchingH 8se an elastic band to show how it becomes longer when it is

stretched 4ndicate that the word sounds slower when it is stretched

!we really want to stretch out each syllable for about second so that the kids can learn how

to slow down 3lowing down the speech rate gives them a chance to learn how to coordinate

tummy breathing with speech

!when you stretch, you are stretching the vowel part of each syllable

eg, baaat, paaaperrr

!start with vowels, , #, and . syllable words, and then on to short phrases

!once the child gets to short phrases, you don-t need to stretch so much Jecrease the

stretch to appro>imately /. of a second per syllable

!be sure to practice tummy breathing while practicing stretch

eg, 4n # out GbuuuterrrflyyyH

!watch that kids maintain natural sounding voices "any kids turn into robots and may can

also sound sing!songyK

!use gestu*esto gently remind the child to use stretch when he/she is talking:

pretend to stretch out an elastic band in the air


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1

Ta*get Sti+u)us

Mate*ia)


3yllable 3tretch Oowels

!syllable words

#!syllable words

.!syllable words

Gis verbingH

phrases

Nlastic band E4AM9

Bangman

Elue-s lues

"emory

Tic!Tac!Toe

Eattleship

Suicktionary3illy 3entences

3nakes I

5adders

Trouble

9utburst

C#i)$:

learns to combine Gtummy breathingH with

speaking

learns to use consecutive breaths when

speaking

4a*ent:learns to cue child to breathe by providing

breathing count

learns to watch where the child is in their

breathing cycle


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4RE>OICE EDALATION 74UFF OF AIR;

ir is needed to make the vocal cords move


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!watch that the e>halation is 9AT@955NJ again, you shouldn-t hear the breathing lso,

watch that any remaining air after the target response is released gently and not blown out

!try for consecutive practice attempts to facilitate continuous breathing

!you may also wish to introduce Flight touch-/ Fgentle touch- at this point (if child continues toblock when initiating speech)


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1

Ta*get Sti+u)us

Mate*ia)


6re!Ooice

N>halation

(6uff of ir)

taught to older

children (grade #and up)

Oowels

!syllable words

#!syllable words

.!syllable words

6hrases

7/A S-s(reDuiring short

responses)

3entence

completion tasks

Joor

6icture symbols

E4AM9

Bangman

Elue-s lues

"emory

8niset

Polder PunTic!Tac!Toe

2 4n a @ow

Eattleship

Suicktionary

9kay ard Mame

Tribond

3illy 3entences

Mames to Mo

3nakes I

5adders

Trouble

9utburst

C#i)$:

learns to feel their tummy move in for

second before speaking

4a*ent:watches for a sudden Ge>traH inhalation right

before child begins to speak

cues child to let out a little, Duiet breath of

air before speaking

monitors sufficient supply of air for speaking

(watches for vocal tension or change I if

needed, asks, GJid you have enough air to say

your sentence$H)


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DAT TO TRY ITD A CDIL5 DO DAS SEERE ,LOCS

The following skills are typically very difficult for young children (kindergarten I grade one)

to learn Bowever, if the child is evidencing severe blocks, it may be necessary to teach

him/her the following skills:

4*e>oi"e EB#a)ation 7(u&& o& ai*;

3ee above

Lig#t Tou"#HGent)e Tou"#

3ometimes, when starting a word, the lips, tongue, ?aw, and teeth press so hard that the

word won-t come out This usually happens on words starting with consonants, especially the

p, b, t, d, k, and g sounds 4t may also happen with other consonant sounds, such as f, s, sh,ch, ?, h, and th


21/35

!ensure that the child does not eliminate the fricatives or plosives entirely in an effort to

reduce the pressure

!move from words to short phrases, and then to sentences

!use gestu*esto gently remind the child to start lightly/gently:

place your inde> finger to your thumb

!once the child has mastered this skill, you may also wish to introduce the block correction

techniDue, cancellation (see page #0)

Ta*get Sti+u)us

Mate*ia)

Tea"#ing Ai$ Ga+e I$eas

Lig#t Tou"#HGent)e

Tou"#

onsonants


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CONTINUOUS 4DONATION 7'o*$s #o)$ing #an$sH'o*$s )inke$;

!this target is most effective in controlling mid!phrase dysfluencies

!continuous phonation or vibration of the vocal cords prevents closure of the vocal cords and

thus eliminates the need to Gre!startH mid!phrase

!if working with smaller kids, refer to this target as Gwords holding handsH or Gwords linkedH

!use (i"tu*e symbols to help the child remember this target:

hands holding together

chain

different chains linked and broken

!discuss and demonstrate "ontinuous vs non>"ontinuousvoicing sk the child to feel the

vibration at the site of the vocal cords:

say,GahhhhhH and then say, Gah!ah!ah!ahH

practice phrases/sentences to feel the difference between continuous and non!

continuous voicing

eg, G"ynameis"aryH vs G"y name is "aryH

!demonstrate phrases/sentences with and without continuous voicing and ask the child to tell

you if the words were holding hands/linked

! talk about how you want to keep all of the Gwords holding handsH or GlinkedH so that there

aren-t any cracks between the words 4f there is a crack, a stutter could ?ump in

!practice with phrases and short sentences

!be sure to encourage use of previously taught targets This is also a M@NT time to provide

positive reinforcement for 369ATAN983 use of targets

!use gestu*esto gently remind the child to link/connect his/her words during talking:

connect your hands

link your fingers like links on a chain

!teach Gpause I planH with this target


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1

Ta*get Sti+u)us

Mate*ia)


Continuous

4#onation

words holding

hands/words linked)

S-s reDuiring

short responses

(ie, sentence)

3entences

6icture symbols

Mestural cues

Muess


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4AUSE 4LAN 7sto( t#ink;

!most parents report that this target appears to be most useful in facilitating fluencybeyond structured speaking activities

!formulating prior to speaking allows the child to maintain phonation throughout the

sentence

!use (i"tu*esymbols:

stop sign I a person thinking

!if we don-t think about what to say first, it is very difficult to:

keep our breathing going

keep our words linked

maintain fluent speech

!point out that it is important to keep the tummy breathing going when thinking about what

to say 5ots of people hold their breath when they thinkK 9nce the idea is organi=ed, the

breathing is ready to support the phrase

!use gestu*esto gently remind the child to stop and think:

try tapping your finger on your head

put your hand up as if to stop the child


25/35

1

Ta*get Sti+u)us

Mate*ia)


4ause 4)an

at this point you

are integrating of all

the targets)

3hort answer

S-s

S-s reDuiring

formulation

onversation

Jescriptiontasks

Transfer

practice

6icture symbols

Mestural cues

6ictionary

Earrier Mames

3uitcase Mame

Beadban=

reatures I ritters

(longer sentences)3cavenger Bunt

Jescribing Pun with

ats I Jogs

3tory 3tarters


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CANCELLATION 7stutte* !uste*;

!there are # ob?ectives:

the stutter is stopped immediately so that further tension does not build up

# targets are used specifically on the GdifficultH word to facilitate fluency

!the child +usthave an awareness of when he/she is stuttering to be able to apply this

techniDue Talk about Gbumpy speechH or GstuttersH sk the child if he/she feels when a

bump or stutter occurs

!introduce this skill as the G3T8TTN@ E83TN@H

!introduce the steps reDuired to ,USTthe stutter:

you stutter

# as soon as you feel the stutter, STO4 talking. let out your air/let out a sigh

2 take a new breath (in # out)

try the difficult word again gently and then keep going

eg, G4 have a pet ">(stop#) catH (air out.)

(in # out2)

!remind the child to start again at the difficult word "ost individuals try to re!start at the

beginning of the sentence which isn-t typically effective Jemonstrate how starting at the

beginning of the sentence can sound like a broken record (eg, G4 have a pet ">, 4 have a pet

">, 4 have a pet ">G)

!ask the child to generate a sentence Then, ask the child to choose a word in the sentence

to have a Gfake stutterH on Jemonstrate how to use the stutter buster on the word

4nstruct the child to practice the Gfake stutterH followed by the 3T8TTN@ E83TN@

!remind the child to Glet it goH or Gbust that stutter


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INTEGRATION OF TARGETS

!you have introduced all of the targets and the child is successful in using them in words,

phrases, sentences, and during structured gamesLnow what$

!give the child practice in using 55 of the targets (or the ones that are most helpful) during

less structured activitiesLremind parents to set up a regular practice time 4t is also

important to remind parents not to e>pect that their child should use the targets all the

time

!play games and conduct T@A3PN@ activities 3tart with easy tasks and move on to more

challenging tasks

!this may be a good time to talk about AOI5ANCES. sk the child if he/she has any

fearful sounds, words, or speaking situations 4nclude these in your transfer hierarchy (start

with easy tasks and move on to more difficult tasks)

!this may also be a good time to talk about TEASINGH,ULLYING. sk the child if this is

occurring The child will need to learn effective ways to deal with teasing/bullying Ee sure

to discuss concerns with the child-s parents and classroom teacher 7ou may be able to

access resources from the school


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1

Ta*get Sti+u)us

Mate*ia)


Integ*ation

7a)) ta*gets;

S-s reDuiring

short responses

(ie, sentence)

onversation

Jescription

TasksTransfer

practice

Mestural cues 6ictionary

3uitcase Mame

3cavenger Bunt

Earrier Mames

Beadban=

Tribond3how I Tell

@iddles

Moosebumps

. for "e

plains rules to group

storytelling6hrase!marked

reading

C#i)$:

uses all targets in less!structured

speaking activities, transfer to new

situations (eg, ordering at a

restaurant)

more responsible for self!evaluation,rather than relying on parent feedback

4a*ent:

provides praise for child-s use of

GtargetsH

begins use of a non!verbal cueing

system throughout child-s day

understands that it is not realistic for

the child to use targets all the time


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AYS TO 4RAISE YOUR CDIL5

4*aising s+oot# s(ee"#:

Ao bumps thereK

Mreat ?obK

That was really smoothK

Aice talkingK

That sounded greatK

4*aising goo$ ta*gets:


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DAT TO SAY 5O DEN YOUR CDIL5 STUTTERS

6at your tummy to remind him/her to use targets

7ou can say, GTry that bumpy word again, in # outLH

3ay, G5et-s try that again with words holding handsH

3ay, G


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TRANSFER I5EAS

The following suggestions are ?ust to get you started 4f you have your own ideas, try them

outK

8se targets while:

Da-ing a "on-e*sation:

Talk to mom or dad tell them about your day

Talk to the speech!language pathologist while walking

Ta)king to st*ange*s:

9rder some food at a restaurant

Mo to the library I inDuire about a book or ask the librarian how to locate a specific book

Mo to a department store and ask the store clerk for a specific item

3top a person I ask for the time

Ta)king on t#e (#one: (be sure to work on scripting and rehearsing)

all a friend I talk for minute

all a relative I talk for minute

all mom or dad from a friend-s home

nswer the phone at home

all the bus company I ask about costs or about routes to a particular place

all the pet store I ask about particular breeds of dogs/cats/birds, cost of food,

accessories

all the video rental store I ask about particular videos or memberships

all a book store and ask about specific books; do they carry maga=ines$

all a toy store and ask about a game or toy

all a museum or gallery I ask about hours, ticket prices, special e>hibits

all a music store I ask if they have a particular J

all a pi==a place I ask about their specials

all a computer shop I ask about specific software or a game

(you can also find lots of ideas from GPluency t 7our PingertipsH)

Ta)king to &a+i)%:

sk a brother or sister a Duestion

Talk to mom or dad while riding in the car

Talk to mom or dad while watching tv


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Asking su*-e% uestions:

3urvey staff, students, family, or friends (about holiday plans, favorites, ect; the 3!56 can

help come up with survey ideas and Duestions)

Gi-ing s(ee"#es:

Mive a speech to a small group

Mive a speech to a large group(the 3!56 may wish to talk to the teacher about upcoming classroom/school presentations)

Ta)king to &*ien$s:

Tell someone a riddle, e>plain how to play a game

Tell a friend about a favorite tv show

Talk to a friend at a friend-s home for minute

6lay a game with a friend

Rea$ing out )ou$:@ead a story to

@ead out loud to a small group

@ead out loud to a large group

(the 3!56 may want to talk to the teacher about upcoming reading activities within the

classroom/during school presentations)

Te))ing sto*ies:

8se story starters (individual, small group or large group)

eg, G4f 4 were Qing for a dayLH


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MAINTENANCE

!did you know that maintenance is the most important phase of therapy$ "any parents and

children think that therapy is no longer needed because the child is so fluent 9ur

most successful clients have continued to attend therapy sessions for # to 1 months

after learning their skills

!continue to challenge the child 3tart sessions off with a review of the targets, practice

some structured speaking activities, and then practice using targets in more difficult

speaking situations Therapy sessions won-t be as freDuent but periodic follow!up is

ANN33@7

!parents should continue to review the targets on a periodic basis

!parents should continue to encourage #! minutes of breathing practice and use of skills

every day Nncourage them to set aside time each day for a special time to talk withtheir child

!be sure to discuss @N543T4 N6NTT49A3 4t is not realistic to e>pect kids to use

their targets all day "ost kids feel comfortable stuttering at home it-s a 3PN

NAO4@9A"NAT 6arents should notpush for **% use of skills at home This,however, does not make the child NN"6T from daily practice Tell parents/children

that their ability to use targets to control moments of stuttering will deteriorate if

they don-t continue to practice

Documents

Fluency Assessment tool