Communication Disorders http://www.youtube.com/watch?v=w5hXlc_qBpA&feature=related
Auditory Processing Deficits
Differences in Linguistic Processing
Ex: When Liz fell down the stairs…
Highly stressful situations
Simple whole-word and sound repetitions
Ex: He– He– He– He said that already
Ex: Buh– Buh– Baby Bill is sad
Substitutions of feared words for non-feared words
Ex: (video) Sprite v. Coke
Avoidances of speaking situation
Eyes closing, jaw tremors and other bodily contortions
Affects on Students
Fear of speaking
Feelings of victimization
Are more likely to have reading, language, and writing difficulties
Practice! Practice! Practice!
Speaking in time with a metronome
But… not very effective and has lots of bad side effects
A Teacher’s Role
Remember! Students who stutter are people with feelings. Be patient with them.
Be aware of how classmates are treating them, students who stutter are more likely to be bullied
Re-reading passages can reduce stuttering, (adaptation) so give students a chance to read through on their own first, before asking them to read aloud.
Learn information to songs, or in group repetition
Don’t allow the focus to be just them. If they need to speak in class, have students focusing on other things at the same time.
Davis, S., Howell, P., & Cooke, F. (2002, October). Sociodynamic relationships between children who stutter and their non–stuttering classmates. Journal of Child Psychology & Psychiatry & Allied Disciplines , 43 (7), 939-947. Retrieved October 10, 2008, from Psychology and Behavioral Sciences Collection database.
Werts, G., Margaret, (2007). Fundamentals of Special Education: What Every Teacher Needs to Know , 3 rd Edition