This document provides teachers with information about stuttering, including general causes and facts, what stuttering looks and sounds like, and how children who stutter may feel. It includes a checklist for teachers to use to determine if a referral to a speech language pathologist is needed. It also offers suggestions for sharing information with parents and lists resources on stuttering, teasing, and building self-esteem in children. The goal is to help teachers better understand and support students who stutter.
This document summarizes a research article about stuttering in children at school. It begins with an introduction that defines stuttering and notes its prevalence in children. It then discusses how stuttering can affect children's psychosocial development, self-esteem, and school performance. The document reviews potential causes of stuttering and treatment approaches. Effective treatments include speech therapy, breathing exercises, and psychotherapy to help children overcome fears and anxieties associated with stuttering. It emphasizes the importance of support from teachers, parents, and healthcare professionals to prevent stuttering from worsening and to help children communicate effectively.
Historical background Definition Binge Purge Cycle Age of onset Signs and...Shaista Butt
Selective mutism is a childhood disorder characterized by a child's inability to speak in certain social situations, such as school, despite being able to speak in other situations like at home. It typically emerges between ages 3-5 when children enter educational settings where speaking is expected. Children with selective mutism exhibit shyness, social anxiety, difficulty making eye contact or expressing emotions. Treatment focuses on behavioral techniques like stimulus fading and shaping to gradually increase verbalizations, as well as play therapy and relaxation training to reduce anxiety. Medication may also be used as an additional treatment approach.
This document discusses the connection between speech, language, and reading development. It notes that early speech and language milestones are important indicators of later reading success. The key skills identified in preschool that predict reading outcomes are alphabet knowledge, phonological awareness, early writing skills, and print awareness. Oral language strategies like vocabulary instruction, morphological awareness, and summarization can support reading comprehension.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
The document outlines the general therapeutic plan and various treatment approaches used by speech language pathologists for managing stuttering. The plan typically involves assessment, goal setting, selection of therapy approaches, transfer of skills to natural environments, follow up and maintenance. Key approaches discussed include shaping stutter-free speech, modification therapy, integrating the two, use of mechanical devices, counseling and various techniques for children including environmental manipulation, direct work, desensitization and parent-child interaction therapy. Transfer, maintenance and follow up play important roles in ensuring new skills are maintained over time.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
This document provides an overview of examining a two-year-old child who is not speaking as expected by the parent. It discusses the process, which includes initial consultation with the parent, observation of the child, and testing to rule out any physical causes for delayed speech such as hearing problems. The document notes that speech and language development varies but most two-year-olds can say a few simple words and are starting to combine words. Examining the child's neurophysiological development and providing recommendations to stimulate language at home are part of the evaluation process.
This document summarizes a research article about stuttering in children at school. It begins with an introduction that defines stuttering and notes its prevalence in children. It then discusses how stuttering can affect children's psychosocial development, self-esteem, and school performance. The document reviews potential causes of stuttering and treatment approaches. Effective treatments include speech therapy, breathing exercises, and psychotherapy to help children overcome fears and anxieties associated with stuttering. It emphasizes the importance of support from teachers, parents, and healthcare professionals to prevent stuttering from worsening and to help children communicate effectively.
Historical background Definition Binge Purge Cycle Age of onset Signs and...Shaista Butt
Selective mutism is a childhood disorder characterized by a child's inability to speak in certain social situations, such as school, despite being able to speak in other situations like at home. It typically emerges between ages 3-5 when children enter educational settings where speaking is expected. Children with selective mutism exhibit shyness, social anxiety, difficulty making eye contact or expressing emotions. Treatment focuses on behavioral techniques like stimulus fading and shaping to gradually increase verbalizations, as well as play therapy and relaxation training to reduce anxiety. Medication may also be used as an additional treatment approach.
This document discusses the connection between speech, language, and reading development. It notes that early speech and language milestones are important indicators of later reading success. The key skills identified in preschool that predict reading outcomes are alphabet knowledge, phonological awareness, early writing skills, and print awareness. Oral language strategies like vocabulary instruction, morphological awareness, and summarization can support reading comprehension.
Speech development- Delay and other problemsBabu Appat
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
The document outlines the general therapeutic plan and various treatment approaches used by speech language pathologists for managing stuttering. The plan typically involves assessment, goal setting, selection of therapy approaches, transfer of skills to natural environments, follow up and maintenance. Key approaches discussed include shaping stutter-free speech, modification therapy, integrating the two, use of mechanical devices, counseling and various techniques for children including environmental manipulation, direct work, desensitization and parent-child interaction therapy. Transfer, maintenance and follow up play important roles in ensuring new skills are maintained over time.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
This document provides an overview of examining a two-year-old child who is not speaking as expected by the parent. It discusses the process, which includes initial consultation with the parent, observation of the child, and testing to rule out any physical causes for delayed speech such as hearing problems. The document notes that speech and language development varies but most two-year-olds can say a few simple words and are starting to combine words. Examining the child's neurophysiological development and providing recommendations to stimulate language at home are part of the evaluation process.
This document discusses normal speech development and common speech and language disorders. It covers the essentials needed for normal speech development including sensory stimulation, imitation, experimentation, and feedback. It then describes the typical stages of phonation and articulation in infants. The document classifies speech disorders and discusses factors important for diagnosing speech delays.
This document provides an introduction and overview of speech therapy. It defines key terms like speech therapist and speech therapy. It describes various communication disorders that speech therapists treat, including stuttering, voice disorders, language disorders, aphasia, articulation disorders, dysarthria, and dysphagia. It outlines the roles and therapeutic techniques of speech therapists for each disorder. The document emphasizes that speech therapy aims to help people with communication difficulties reach their maximum communication potential.
Speech-language pathology involves the study and treatment of communication disorders. Speech-language pathologists work in schools, hospitals, and private practice to assess and help patients with issues like stuttering, lisps, or deafness. They create lesson plans and use techniques like sign language to help patients improve their communication. The document describes a speech-language pathologist's work in a kindergarten classroom, helping a student with a hearing impairment.
Stuttering is a communication disorder characterized by involuntary disruptions in speech such as repeating or prolonging sounds. It affects more males than females and can cause anxiety and avoidance behaviors. While there is no cure, speech therapy is effective in treating stuttering through techniques like altered auditory feedback. Teachers can help students who stutter by calling on them early, allowing extra time to answer, and having students read in pairs.
The document summarizes key points from a presentation on effective interventions for improving word-level reading. It finds that interventions can be categorized based on standard score gains as minimally effective (0-5 SS), moderately effective (6-9 SS), or highly effective (12.5-25 SS). Highly effective interventions aggressively address phonemic awareness issues and explicitly teach phonics and reading practice.
Humans learn in general through observational learning and associative learning. When learning a foreign language, two important factors are the biological capabilities of the brain and environmental experiences. The best way to teach a second language depends on multiple considerations, including providing opportunities to practice the language and ensuring strong language models at home.
The Reading League is a new non-profit organization focused on teaching people to read and supporting teachers. The organization was formed by a team that includes literacy coaches, professors, and parents of children with dyslexia. They have established a website, social media presence, and begun holding events to share knowledge about evidence-based reading instruction and assessment. Going forward, they plan to expand their outreach through increased online presence and collaboration with other organizations, pursue funding, and provide free professional development and resources to teachers and interventionists. Their goal is to help transform reading instruction through design informed by research.
The document describes an internship at The Care Center, a pediatric therapy practice offering speech, occupational, physical, and aquatic therapy. It provides details on the facility, staff, and different therapy settings observed. Key lessons learned include the variety of diagnoses treated, importance of nonverbal communication methods, breadth of skills addressed in speech therapy, and role of initial evaluations and carryover at home in the therapy process.
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
Making Best Use of Speech-Language Therapy: When to Refer and What to ExpectBilinguistics
In this presentation, we discuss speech and language in school-age youth, identify when referral for Speech-Language Evaluation and Therapy would benefit the patient, and explain utilization of Alternative and Augmentative Communication (AAC).
Identifying and supporting children with language difficultiesCandKAus
This document discusses identifying and supporting children with language difficulties. It covers the key components of language including speech, language, receptive and expressive language. It defines language disorder and delay and discusses implications such as academic, social and vocational challenges. It provides strategies for teachers such as using visual supports, multi-sensory experiences, essential knowledge and clear instructions. Recognizing language difficulties early and getting support is important for children's learning and development.
Cognitive linguistic therapy aims to improve communication skills impaired by cognitive issues. It promotes attention, memory, and problem-solving through individualized therapy. The document discusses cognition, cognitive processes like attention, language, learning, memory, perception, and thought. It explains how cognition impacts perceiving the world, forming impressions, filling in gaps, and interacting with the environment. It provides tips for developing children's cognition at home, such as reading daily, using language, singing nursery rhymes, engaging in creative play, puzzles, and movement.
Fallibility in science: Responsible ways to handle mistakesDorothy Bishop
The document discusses responsible ways to handle mistakes in science. It examines several case studies of scientists retracting papers due to errors. Key points made include:
- Mistakes are common in science but can be avoided through open sharing of data and code
- It is important to promptly correct the record when mistakes are found to avoid others building on erroneous work
- Retracting papers for honest errors should not negatively impact scientists' careers; integrity is valued
- When others cannot replicate results, discussion and collaboration are preferable to public accusations
Foreign language learning can increase brain size and is better understood through brain imaging tools. Learning a language requires meaningful interaction and natural communication rather than focus on rules. The best way to teach a second language provides opportunities for comprehensible, low-anxiety communication in real world conversations.
Play with your child with ASD for 5-10 minutes each day by sitting at their level on the floor. Talk about what they are doing using short, simple words and sentences without expecting them to repeat back. Name objects for them instead of asking them to label, avoid saying "no", use their name, and speak slowly while varying volume and pitch. Praise your child lavishly with facial expressions, hugs, and tickles to make playtime enjoyable.
This research proposal aims to describe the researcher's experience teaching pronunciation to English as a foreign language (EFL) children. The researcher will analyze current theoretical and methodological approaches to teaching pronunciation to EFL children and compare them to their own experience. The objectives are to describe the researcher's teaching experience, analyze approaches to teaching pronunciation to EFL children, compare the researcher's experience to current approaches, and analyze the benefits of teaching pronunciation to EFL children. The proposal includes sections on the abstract, introduction, rationale, objectives, literature review, and methodology.
The document discusses infant speech perception and development. It notes that infants begin learning their native language before birth through exposure to their mother's voice and languages. After birth, infants show a preference for their mother's voice and familiar sounds heard prenatally. The document then outlines four stages of speech development from 0-3 months to 9-12 months, describing typical vocalizations and skills at each stage such as cooing, babbling, and first words. Finally, it briefly mentions common speech disorders.
The document discusses various approaches to ESL speaking activities. It notes that some activities focus on pronunciation while others provide more controlled or guided practice. The article focuses on speaking activities that offer controlled practice to support many students. It also briefly mentions teaching English pronunciation and ESL discussions. The document goes on to provide considerations and suggestions for teaching ESL to adults and in situations where there are cultural sensitivities around gender in the classroom.
This document discusses herbal supplements and provides important information about their use and safety. It notes that 18-40% of Americans use supplements daily without informing their healthcare providers. While some supplements like glucosamine and probiotics can be effective and safe for certain conditions, many lack testing, contain unknown components, and can interact dangerously with medications or increase bleeding risk. The document advises asking healthcare providers about supplements and being wary of exaggerated claims, as regulation is less stringent than for pharmaceuticals. It provides a trusted source for further information.
This document discusses normal speech development and common speech and language disorders. It covers the essentials needed for normal speech development including sensory stimulation, imitation, experimentation, and feedback. It then describes the typical stages of phonation and articulation in infants. The document classifies speech disorders and discusses factors important for diagnosing speech delays.
This document provides an introduction and overview of speech therapy. It defines key terms like speech therapist and speech therapy. It describes various communication disorders that speech therapists treat, including stuttering, voice disorders, language disorders, aphasia, articulation disorders, dysarthria, and dysphagia. It outlines the roles and therapeutic techniques of speech therapists for each disorder. The document emphasizes that speech therapy aims to help people with communication difficulties reach their maximum communication potential.
Speech-language pathology involves the study and treatment of communication disorders. Speech-language pathologists work in schools, hospitals, and private practice to assess and help patients with issues like stuttering, lisps, or deafness. They create lesson plans and use techniques like sign language to help patients improve their communication. The document describes a speech-language pathologist's work in a kindergarten classroom, helping a student with a hearing impairment.
Stuttering is a communication disorder characterized by involuntary disruptions in speech such as repeating or prolonging sounds. It affects more males than females and can cause anxiety and avoidance behaviors. While there is no cure, speech therapy is effective in treating stuttering through techniques like altered auditory feedback. Teachers can help students who stutter by calling on them early, allowing extra time to answer, and having students read in pairs.
The document summarizes key points from a presentation on effective interventions for improving word-level reading. It finds that interventions can be categorized based on standard score gains as minimally effective (0-5 SS), moderately effective (6-9 SS), or highly effective (12.5-25 SS). Highly effective interventions aggressively address phonemic awareness issues and explicitly teach phonics and reading practice.
Humans learn in general through observational learning and associative learning. When learning a foreign language, two important factors are the biological capabilities of the brain and environmental experiences. The best way to teach a second language depends on multiple considerations, including providing opportunities to practice the language and ensuring strong language models at home.
The Reading League is a new non-profit organization focused on teaching people to read and supporting teachers. The organization was formed by a team that includes literacy coaches, professors, and parents of children with dyslexia. They have established a website, social media presence, and begun holding events to share knowledge about evidence-based reading instruction and assessment. Going forward, they plan to expand their outreach through increased online presence and collaboration with other organizations, pursue funding, and provide free professional development and resources to teachers and interventionists. Their goal is to help transform reading instruction through design informed by research.
The document describes an internship at The Care Center, a pediatric therapy practice offering speech, occupational, physical, and aquatic therapy. It provides details on the facility, staff, and different therapy settings observed. Key lessons learned include the variety of diagnoses treated, importance of nonverbal communication methods, breadth of skills addressed in speech therapy, and role of initial evaluations and carryover at home in the therapy process.
This document discusses communication disorders, their prevalence, and how they are evaluated and accommodated for in students. It notes that approximately 16% of Americans have a communication disorder, which can impact academic performance. Communication disorders are evaluated through observations, screenings, prereferrals, and formal assessments. Evaluations consider cultural and linguistic factors for ELL students. Accommodations may include changes to presentation, response, setting, and the use of assistive technology.
Making Best Use of Speech-Language Therapy: When to Refer and What to ExpectBilinguistics
In this presentation, we discuss speech and language in school-age youth, identify when referral for Speech-Language Evaluation and Therapy would benefit the patient, and explain utilization of Alternative and Augmentative Communication (AAC).
Identifying and supporting children with language difficultiesCandKAus
This document discusses identifying and supporting children with language difficulties. It covers the key components of language including speech, language, receptive and expressive language. It defines language disorder and delay and discusses implications such as academic, social and vocational challenges. It provides strategies for teachers such as using visual supports, multi-sensory experiences, essential knowledge and clear instructions. Recognizing language difficulties early and getting support is important for children's learning and development.
Cognitive linguistic therapy aims to improve communication skills impaired by cognitive issues. It promotes attention, memory, and problem-solving through individualized therapy. The document discusses cognition, cognitive processes like attention, language, learning, memory, perception, and thought. It explains how cognition impacts perceiving the world, forming impressions, filling in gaps, and interacting with the environment. It provides tips for developing children's cognition at home, such as reading daily, using language, singing nursery rhymes, engaging in creative play, puzzles, and movement.
Fallibility in science: Responsible ways to handle mistakesDorothy Bishop
The document discusses responsible ways to handle mistakes in science. It examines several case studies of scientists retracting papers due to errors. Key points made include:
- Mistakes are common in science but can be avoided through open sharing of data and code
- It is important to promptly correct the record when mistakes are found to avoid others building on erroneous work
- Retracting papers for honest errors should not negatively impact scientists' careers; integrity is valued
- When others cannot replicate results, discussion and collaboration are preferable to public accusations
Foreign language learning can increase brain size and is better understood through brain imaging tools. Learning a language requires meaningful interaction and natural communication rather than focus on rules. The best way to teach a second language provides opportunities for comprehensible, low-anxiety communication in real world conversations.
Play with your child with ASD for 5-10 minutes each day by sitting at their level on the floor. Talk about what they are doing using short, simple words and sentences without expecting them to repeat back. Name objects for them instead of asking them to label, avoid saying "no", use their name, and speak slowly while varying volume and pitch. Praise your child lavishly with facial expressions, hugs, and tickles to make playtime enjoyable.
This research proposal aims to describe the researcher's experience teaching pronunciation to English as a foreign language (EFL) children. The researcher will analyze current theoretical and methodological approaches to teaching pronunciation to EFL children and compare them to their own experience. The objectives are to describe the researcher's teaching experience, analyze approaches to teaching pronunciation to EFL children, compare the researcher's experience to current approaches, and analyze the benefits of teaching pronunciation to EFL children. The proposal includes sections on the abstract, introduction, rationale, objectives, literature review, and methodology.
The document discusses infant speech perception and development. It notes that infants begin learning their native language before birth through exposure to their mother's voice and languages. After birth, infants show a preference for their mother's voice and familiar sounds heard prenatally. The document then outlines four stages of speech development from 0-3 months to 9-12 months, describing typical vocalizations and skills at each stage such as cooing, babbling, and first words. Finally, it briefly mentions common speech disorders.
The document discusses various approaches to ESL speaking activities. It notes that some activities focus on pronunciation while others provide more controlled or guided practice. The article focuses on speaking activities that offer controlled practice to support many students. It also briefly mentions teaching English pronunciation and ESL discussions. The document goes on to provide considerations and suggestions for teaching ESL to adults and in situations where there are cultural sensitivities around gender in the classroom.
This document discusses herbal supplements and provides important information about their use and safety. It notes that 18-40% of Americans use supplements daily without informing their healthcare providers. While some supplements like glucosamine and probiotics can be effective and safe for certain conditions, many lack testing, contain unknown components, and can interact dangerously with medications or increase bleeding risk. The document advises asking healthcare providers about supplements and being wary of exaggerated claims, as regulation is less stringent than for pharmaceuticals. It provides a trusted source for further information.
Squash Ontario - State of the Sport 2014squashontario
The document provides an overview of demographic, economic, social, and leisure trends in Canada and Ontario based on data from Statistics Canada and the Ontario Ministry of Finance. Key points include:
- Ontario's population is aging and growing more slowly, while the Greater Toronto Area continues to see strong growth.
- Consumer spending and home construction declined in 2013, while exports increased. Ontario's economy grew modestly.
- Canadians are participating less in traditional sports but more in informal activities like walking and home exercise. Outdoor activities are also growing in popularity among families.
Title - Aquarium, Central American Cichlid Fish Aquarium for sale Chennai,IndiaAquaria.in
Aquaria creates natural-looking aquascapes for fish tanks that resemble the fish's natural environment, allowing the fish to behave naturally and providing enjoyment for fish keepers. They design aquascapes to bring nature indoors and offer various Central American cichlid fish species that are attractive, colorful, active, and hardy. Aquaria is located in Chennai, India and owns all fish, tanks, and aquascapes featured on their website.
This document discusses the history and evolution of neo-noir films from the late 1950s to the 2000s. It outlines the key periods of neo-noir, from post-noir in the late 1950s to postmodern neo-noir in the late 20th century. Important influences included French crime films of the 1950s, the French New Wave movement, and changing social and political contexts in the 1960s-70s like the Vietnam War and civil rights movement. The document also examines elements commonly found in neo-noir films like color cinematography and experimentation, as well as common character types like the impotent private eye.
This document summarizes the progression of research and treatment approaches for stuttering from 1935 to today. Key developments include: (1) early theories focused on physiological or psychological causes but lacked scientific proof; (2) behavior and learning theories emerged in the mid-20th century emphasizing stuttering modification techniques; and (3) current research utilizes brain imaging and genetics to understand stuttering as a complex, multifactorial disorder influenced by both biological and environmental factors. Treatment continues to integrate modification approaches with psychological methods.
Squash requires repeated short bursts of high-intensity exercise interspersed with brief rest periods. The athlete's goals are to increase strength, power, and injury prevention. Testing shows needs in areas like rate of force development and power. A training program will utilize complex training, focusing on strength, power, mobility and injury prevention for the shoulder. Exercise selection will consider factors like muscle damage recovery and incorporating different modalities efficiently.
Presentation delivered on and Asian Squash Federation Level 2 Coaching course discussing Strength and Conditioning for squash. The title given for the talk was "Long term squash training programme in combination with strength training and periodisation.
Target audience were squash coaches working from grass roots to the elite level. (Some content dictated by requirements of the ASF coaching course)
Film noir cinematography is known for using distorted, uncomfortable angles and framing to put viewers on edge. It often features extreme close-ups, deep focus shots, and obscured views through objects. Mise-en-scene elements include everyday urban locations shot in low light with high contrasts between blacks and whites. Character archetypes regularly seen are down-on-their-luck private detectives and dangerously seductive femme fatales. The narratives typically involve crimes, double-crosses, and a downward spiral of events leading to misfortune.
This document outlines several conventions of neo-noir films compared to classic noir films. It discusses how neo-noirs pushed boundaries with more explicit depictions of sexuality. It also notes that neo-noir protagonists often have personal codes of conduct and that plots frequently involve false accusations and betrayals. Additionally, neo-noirs make prominent use of unreliable narrators and complex, non-linear plots.
This document provides an overview of stammering assessment and management. It begins with objectives and an introduction to stammering. It then discusses types of stammering, phases of stammering, and assessment including informal assessment, formal assessment, speech profiling, and measuring dysfluency. It provides details on developmental levels of dysfluency and essential skills assessment. It concludes with recommendations on stammering management.
This document provides an overview of stammering assessment and management. It begins with objectives and an introduction to stammering. It then discusses the types of stammering, phases of stammering, and approaches to assessment including informal observations, case history, speech profiles, and measuring dysfluency. It outlines essential skills to assess like language, social skills, and attitudes. It provides details on different types of stammering, developmental levels of dysfluency, and guidelines for helping children who stammer.
Stuttering is a communication disorder characterized by involuntary disruptions in speech such as repeating or prolonging sounds. It affects more males than females and can cause anxiety and avoidance behaviors. While there is no cure, speech therapy is effective in helping people who stutter learn strategies to improve fluency. Teachers can support students who stutter by giving them time to answer questions and allowing paired reading activities.
The document discusses language-based dysfluency and stuttering in children. It defines stuttering and describes common types of disruptions in speech. Normal childhood dysfluencies are distinguished from stuttering, which may require intervention. Assessment of potential stuttering involves case history and analyzing speech samples. Treatment aims to help children feel comfortable talking and make speech easier through techniques like modifying rate and tension. Treatment involves both direct methods, like speech modification, and indirect family counseling. The goals are to facilitate fluency and successful communication development.
This document discusses speaking skills and how to improve them. It identifies several challenges with speaking a second language, including lack of subject matter knowledge, poor listening skills, limited vocabulary, anxiety, and domination by strong speakers in class. It provides tips for teachers, such as assigning students to present current events, displaying learning materials on bulletin boards, building rapport with students, and boosting confidence of weaker students. Regular practice, using dictionaries, socializing, and qualified teachers are also recommended for improving speaking abilities. Overall, the document emphasizes the importance of speaking skills and provides strategies for learners and teachers to enhance oral communication skills.
ANNOTATIONManagement of childhood stutteringMark Onslow .docxjustine1simpson78276
ANNOTATION
Management of childhood stuttering
Mark Onslow and Sue O’Brian
Australian Stuttering Research Centre, The University of Sydney, Sydney, New South Wales, Australia
Abstract: Stuttering is a speech disorder that begins during the first years of life and is among the most prevalent of developmental disorders.
It appears to be a problem with neural processing of speech involving genetics. Onset typically occurs during the first years of life, shortly after
language development begins. Clinical presentation during childhood is interrupted and effortful speech production, often with rapid onset. If
not corrected during early childhood, it becomes intractable and can cause psychological, social, educational and occupational problems. There
is evidence from replicated clinical trials to support early intervention during the pre-school years. Meta-analysis of studies indicates that children
who receive early intervention during the pre-school years are 7.7 times more likely to have resolution of their stuttering. Early intervention is
recommended with a speech pathologist. Some children who begin to stutter will recover without such intervention. However, the number of
such recoveries is currently not known, and it is not possible to predict which children are likely to recover naturally. Consequently, the current
best practice is for speech pathologists to monitor children for signs of natural recovery for up to 1 year before beginning treatment.
Key words: diagnosis; management; paediatrics; stuttering; treatment.
Stuttering
Stuttering, also known as stammering in the United Kingdom,
is a speech disorder that begins during the first years of life. A
recent community cohort study of 1619 Australian children
recruited at 8 months old found that 8.5% had begun to
stutter by 3 years of age.1 The shape of the cumulative inci-
dence plot suggests that more cases will emerge as the cohort
is studied further. Onset was found to be essentially unpre-
dictable, with only 3.7% of cases explainable with case
history variables such as advanced language development,
twinning and maternal education level. A report of 3 to
17-year-olds derived from the United States National Health
Interview Surveys (n = 95,132) showed stuttering to be the
equal third most prevalent developmental disorder from
among nine, which included attention-deficit/hyperactivity
disorder, autism, cerebral palsy and learning disability.2 The
reported prevalence was 1.6%.
The cause of stuttering is currently unknown; however, brain
imaging data suggest that it involves a problem with neural
processing of speech,3 linked to structural and functional
anomalies at brain sites responsible for spoken language.4,5 As
these anomalies have only been investigated with school chil-
dren and adults, it is unclear whether they are a cause or an
effect of the disorder. There is genetic involvement in stuttering,
with clear evidence of vertical transmission within families.6
Around two th.
Stammering is a speech problem that causes low self-esteem in children. Some tips to help children overcome stammering include slowing down their speech, maintaining eye contact, not interrupting them or finishing their sentences, and encouraging them to speak as often as possible in a supportive environment. Aphasia is a disorder caused by brain damage that affects speaking, listening, reading, and writing. While some may recover on their own, speech therapy is often helpful and aims to improve communication through restoring language abilities and learning new methods. Family support plays an important role by simplifying language and including the person in conversations.
This document provides an overview of stuttering, including its definition, causes, characteristics, and impact. Some key points:
- Stuttering is characterized by repetitions, prolongations, or blocks in speech. It affects around 1% of school children and has a 3:1 ratio of males to females.
- Both genetic and environmental factors contribute to stuttering. Family studies show it runs in families while twin studies find higher concordance in identical twins.
- Core behaviors include repetitions, prolongations, and blocks. Secondary behaviors are efforts to avoid or escape stuttering.
- Around 50-80% of children recover from stuttering without treatment, suggesting maturation allows recovery. Language
This document discusses stuttering, including its definition, incidence and prevalence, differential diagnosis from normal non-fluency, onset and development patterns. It notes that stuttering typically begins between ages 2-5 and outlines guidelines for differentiating normal dysfluencies from abnormal ones associated with stuttering. The need for early identification and treatment of stuttering is also mentioned.
The document discusses speech disorders, their classification, causes, treatment and social effects. It notes that speech disorders can negatively impact a child's educational performance, social and emotional development. Children with speech disorders may be targets of bullying resulting in lower self-esteem, though bullying tends to decrease as people age and become more understanding. Speech therapy can help improve communication skills and lead to better educational, social and emotional experiences for children with speech disorders.
Attachment and Literacy in Internationally Adopted Children: Age 0-6Allacyn Rowe
This document discusses attachment and literacy development for internationally adopted children ages 0-6. It covers topics like what attachment is, types of attachment security, signs of attachment disorders, bonding techniques for different age groups, the benefits of bilingualism, and talking to children about adoption. Specific bonding activities are suggested for ages 0-1, 2-3, and 4-6. The importance of language development, reading to children, and maintaining their home language is also discussed.
This document provides advice and guidance to students from Saudi Arabia studying abroad through the King Abdullah Scholarship Program. It discusses overcoming culture shock by coping with an unfamiliar environment and language. Students are encouraged to immerse themselves in their new culture by meeting people, asking questions, and learning about local customs and behaviors. The document emphasizes developing language skills, understanding differences in body language and directness, and getting involved with university activities and clubs to make the most of their educational opportunities abroad.
This document discusses various language disorders and provides strategies for supporting students with language disorders in the classroom. It describes language disorders as involving the processing of linguistic information and notes they can arise from brain damage, neurological disorders, hearing loss, or unknown causes. Symptoms may include slow speech/language acquisition, inability to produce sounds, or failure to comprehend language. The document recommends classroom strategies like reducing noise, speaking slowly, using visual cues, focusing students frequently, and avoiding correcting speech to support students with language disorders.
Facilitating Speech and Language Development through Reading Aloud and MoreReading Horizons
This document provides an overview of a presentation on facilitating speech and language development through reading aloud and other activities. It discusses why facilitating speech and language development is important for literacy, academics, and social/behavioral development. It recommends reading aloud to children as a key way to facilitate development and cites studies supporting its benefits. It provides tips for making the most of reading aloud, such as labeling pictures, predicting, asking questions, and repetition. It also discusses age-appropriate book types and developmental milestones.
The document discusses the needs of a teenage mother and her 4-month-old infant who both have hearing impairments. As the mother is only 16 years old, she requires significant assistance in caring for her baby while also fulfilling her own responsibilities. Both the mother and baby would benefit from diagnosis and treatment for their hearing impairments, as well as financial assistance, home visits, and social support services to help the mother care for her child. Early intervention is important to address any delays and ensure the child's needs are met as they develop.
Communication and Language Development in ChildrenMichelleDempster
Communication develops through stages from birth. Children have different conversational styles like sociable, reluctant, own agenda, and passive based on personality and interactions. Language develops through 6 stages from discoverer to later sentence user as children's vocabulary and grammar skills grow. Factors like hearing, neurological issues, brain injury, disabilities, or physical impairments can affect speech and language development. Understanding a child's communication style and stage helps caregivers best support their development.
Training delivered by myself and a colleague around SEN awareness and support strategies - includes ASD, Moderate Learning Difficulties, Hearing Impairments, Visual Impairment, Speech & Language, Dyslexia, Dyscalculia, Dyspraxia, ADHD/ADD, Social Emotional Mental Health
The document discusses several topics related to language acquisition:
1. Caretaker speech helps infants learn language through simplified structures, repetition and interaction.
2. The brain is lateralized, with the left hemisphere specialized for language abilities. Broca's and Wernicke's areas are involved in speech production and comprehension.
3. There is a critical period in childhood for optimal language learning. Failure to acquire language during this time makes later acquisition very difficult.
The document discusses several topics related to language acquisition:
1. Caretaker speech helps infants learn language through simplified structures, repetition and interaction.
2. The brain is lateralized, with the left hemisphere specialized for language abilities. Broca's and Wernicke's areas are involved in speech production and comprehension.
3. There is a critical period in childhood for optimal language learning. Failure to acquire language during this time makes later acquisition very difficult.
Similar to Stuttering straighttalkforteacher 2008 (20)
The podcast discusses a clinical trial on cognitive behavior therapy for social anxiety in adults who stutter. It also summarizes interviews conducted by the podcast hosts with attendees of the Stuttering Foundation workshop reunion reception. Workshop alumni praise the valuable training and networking opportunities provided by the workshops.
The document discusses recent research into the neurobiology of stuttering and whether there are distinct subtypes. It introduces a new film on Solution Focused Brief Therapy and how it can help those who stutter. The document also honors longtime supporter Edward Rondthaler and his contributions to typography and bringing the field into the modern era of digital typography.
The article discusses recent efforts by the Stuttering Foundation to increase awareness and education about stuttering. It describes the redesigned website which now receives over 1 million hits per month, up from 550,000 previously. It also discusses the development of a new DVD for children called "Stuttering: For Kids, By Kids" which will be distributed free to over 6,500 public libraries across the country thanks to funding from the Annenberg Foundation. The DVD features animated characters and real children discussing their experiences with stuttering. Finally, it mentions that the Foundation's phone lines have been very busy following mentions of their resources in two widely syndicated advice columns with a combined readership of 90 million people.
This document summarizes preliminary research on the effects of the SpeechEasy electronic device on stuttering. The study involved testing 11 participants both with and without the device in different settings and ear placements. Initial findings showed the device had more influence on stuttering during reading and narration than conversation. Some participants exhibited greater effects with the device in the left versus right ear. There was also significant variation between individuals. Further research is needed to better understand how specific device settings and biological factors impact responses.
The document summarizes news from the Stuttering Foundation, including:
1) John Stossel will help promote Stuttering Awareness Week in May and discuss overcoming his own childhood stuttering.
2) The Foundation received a Google grant to support its website and outreach efforts.
3) Radio public service announcements about stuttering featuring John Stossel will air nationwide during Stuttering Awareness Week.
The article summarizes key events and presentations from the 8th Oxford Dysfluency Conference held in July 2008 in Oxford, England. It discusses presentations given by experts from around the world on topics related to stuttering such as the neurological basis of stuttering, the relationship between stuttering and emotions, and factors contributing to improvement in stuttering therapy. Approximately 150 researchers, clinicians, and people who stutter from various countries attended the conference.
This document summarizes the Summer 2005 newsletter of The Stuttering Foundation. It discusses several topics:
- NBA star Kenyon Martin joining other famous people who stutter in a Foundation brochure.
- A new brochure published by the Foundation about ADHD and stuttering.
- Media coverage of the Foundation's character Swish in publications like Woman's Day.
The document summarizes various events and activities of the Stuttering Foundation, including:
1) The release of a new DVD called "Swish!" starring an animated basketball named Swish that teaches kids about stuttering. The DVD was created by students at Purdue University.
2) Plans for Our Time Theatre in New York City to host a gala during National Stuttering Awareness Week to celebrate efforts to increase awareness and feature performances by the Our Time Teens and the cast of STOMP.
3) SFA board member Alan Rabinowitz helping to establish the world's largest tiger reserve in Myanmar, which covers an area nearly as large as Vermont, after working on the
1) Researchers have discovered three genes associated with stuttering for the first time. Mutations were found in the GNPTAB, GNPTG, and NAGPA genes, which are involved in breaking down and recycling cellular components.
2) The findings suggest stuttering may be a type of inherited metabolic disorder in some cases. Mutations in two of the genes have been linked to other rare metabolic disorders affecting lysosomes.
3) The discovery of the genetic basis for stuttering could lead to new treatment approaches, such as enzyme replacement therapy, in the future. However, more research is still needed to fully understand stuttering and potential treatments.
This document provides an update from Anne Smith of Purdue University on a longitudinal study of children who stutter. The study has been funded to follow children ages 4-5 for 5 years, examining factors like motor timing ability. Half of the children are expected to recover from stuttering while the other half will persist. The funding has been extended for an additional 5 years.
The document summarizes recent research on developmental stuttering from brain imaging and physiological studies. It discusses an international conference that brought together groups supporting people who stutter. It also previews ongoing research from Anne Smith studying predictors of chronic stuttering in young children. The research is following children ages 4-5 who stutter and comparing them to normally fluent peers on tasks like hand clapping to study timing ability and brain activity. Initial findings suggest about 60% of children who stutter have unusually poor timing skills compared to their peers.
This summary provides the key points from the document in 3 sentences:
The document discusses a new alliance between the Stuttering Foundation and the Michael Palin Centre for Stammering Children to help children who stutter through research, treatment programs, and training therapists on both sides of the Atlantic. It will combine the strengths of the two leading organizations dedicated to stuttering to benefit clients and therapists. The alliance makes sense as the Palin Centre is a top treatment facility and the Stuttering Foundation reaches over 100 countries with its publications and training programs for speech therapists.
This document announces that the Stuttering Foundation will send information about stuttering to over 43,571 pediatricians across the country. They have created an English and Spanish DVD called "Stuttering and Your Child: Help for Families" to distribute to pediatric offices. With funding from The Annenberg Foundation, the DVD will be sent to 6,386 pediatric practices in New York, Pennsylvania, and New Jersey, bringing the total number of pediatricians reached to over 43,571. The goal is to inform pediatricians about stuttering so they can properly refer families who have concerns about their child's speech.
Dr. Schwartz discovered the physical cause of stuttering accidentally while using an ultrasound device to study throat movements in patients with cleft palate. He observed that the vocal cords would forcibly constrict just before every stutter. Further examination revealed that stuttering is caused by a locking of the vocal cords. Various stuttering behaviors, such as hesitations, repetitions, and prolongations, are learned reactions to overcome the locked vocal cords. Dr. Schwartz realized stuttering is a learned reflex triggered by a particular nerve impulse pattern when vocal cord tension reaches a locking threshold, believed to be an inborn reflex.
This document provides an overview of research being conducted on childhood stuttering. It discusses three key points:
1) The researcher is studying how language, motor, and emotion factors may influence early childhood stuttering using tools like EEG to measure brain activity and responses to emotional conversations.
2) Preliminary findings suggest children who stutter may be less adept at emotion regulation and use fewer self-soothing behaviors when listening to conversations with different emotions.
3) Ongoing work includes further analyzing brain responses to speech and measuring autonomic arousal during speech and non-speech tasks to better understand the links between emotions and stuttering in children.
The document summarizes recent news and events from the Stuttering Foundation:
1) A USA Today article on speech devices that help people who stutter led to increased traffic on the Foundation's website. The article discussed a study to determine why some people benefit from these devices while others do not.
2) Hugo Gregory, an international expert in speech pathology and stuttering treatment, recently passed away at the age of 76.
3) At the American Speech-Language Hearing Association's annual convention, friends paid tribute to Hugo Gregory and shared memories of him at the Foundation's annual workshop reunion.
More from Echo Viet Nam - Cộng đồng người nói lắp Việt Nam (20)
1. T H I R D E D I T I O N
Stuttering:
Straight Talk
for Teachers
A Handbook for Teachers and Speech-Language Pathologists
THE
STUTTERING ®
FOUNDATION
PUBLICATION NO. 0125
5. To Teacher s and Speech- La ngua ge Pathologists
This handbook was written as a resource to accompany the DVD
Stuttering: Straight Talk for Teachers. The DVD and handbook represent up-
to-date thoughts of leading authorities in the field of stuttering.
We believe you play an important role in the life of any child who strug-
gles with stuttering. This handbook is designed to give you practical ideas and
suggestions to help you better meet the needs of these children.
On these pages, you will find general information about stuttering, how a
teacher determines whether to make a referral for a child to be evaluated by
an SLP, suggestions for sharing information with parents, and a valuable list
of resources on stuttering, teasing, and building self-esteem in children.
Teachers and SLPs will benefit from reading the entire handbook for bet-
ter insight into the challenges each face. This should result in a stronger
working relationship that in turn will help the child.
Jane Fraser
President
Stuttering Foundation of America
6. SECTION I
For Teachers
Stuttering is a communication disorder that interferes with a personʼs ability
to speak fluently. It involves the repetition, prolongation, or blockage of sounds,
syllables, or words.
When a child stutters, his academic performance and social life may be
affected: he may hesitate to raise his hand in class, read aloud, or talk with
other children in the class. This handbook is designed to give you practical
information about stuttering and to suggest strategies that may help you better
meet the needs of the children in your class. You will find:
1. General information about stuttering;
2. A checklist for making a referral to a speech-language pathologist (SLP)
if you are concerned a child in your class may be stuttering;
3. Answers to questions you may have about stuttering;
4. An overview of what happens in speech therapy;
5. Suggestions regarding information you can share with the SLP;
6. Suggestions for sharing information with parents;
7. Brief descriptions of various resources on stuttering, teasing, and
building self-esteem in children. Some of these resources are geared to
teachers, some to children, and others to parents. A brief explanation of
each resource accompanies its listing.
General Information About Stuttering
This section addresses general information about stuttering, including
causes of stuttering, facts about stuttering, what stuttering looks like, and how
children may feel about stuttering.
Causes
• Stuttering usually begins between the ages of two and four. While the
causes of stuttering are not known, researchers agree that it likely results
from an interaction of factors including child development, family
dynamics, genetics, and neurophysiology.
1
7. Facts About Stuttering
• More boys stutter than girls. At age two, the ratio is approximately two
boys for every girl but by fifth grade, approximately four boys will stutter for
each girl.
• Approximately 5 percent of all children go through a period of stuttering
that lasts six months or more. Three-quarters of those will recover by late
childhood, leaving about 1% with a long-term problem.
• If a child has been stuttering longer than three years, however, it is very
unlikely she will outgrow it. Because most children begin stuttering during
their preschool years, a child who stutters in elementary, middle, or high
school is much less likely to outgrow the problem.
• There is no known cure for stuttering, including speech therapy. Instead,
speech therapy helps the child learn to talk in an easier manner, even
quite fluently, and to have healthy attitudes and feelings about talking.
• Stuttering is not caused by psychological differences. Children do not
begin stuttering because they are more anxious, more shy, or more
depressed than other children.
• Children who stutter show no differences in intelligence from children who
donʼt stutter.
• The amount of stuttering heard in a childʼs speech will vary across
speaking situations and partners. For example, a child may not stutter at
all when speaking to friends but will stutter more when reading aloud in
class.
• Stuttering can be cyclical, meaning that it comes and goes. The frequency
and severity of a childʼs stuttering can change dramatically across a
period of several weeks or months.
• Children who stutter may be self-conscious about their stuttering and
choose not to participate in class.
• Many famous and successful people stutter. They include include James
Earl Jones, John Stossel, Kenyon Martin, Darren Sproles, Annie
Glenn, Bill Walton, Mel Tillis, Nicholas Brendon, Robert Merrill, Carly
Simon, Ken Venturi, Bob Love, John Updike, Lewis Carroll, King George VI,
Winston Churchill, Marilyn Monroe and John Melendez. The Stuttering
Foundation poster, 18 Famous People, depicts some of these famous
people. (A black and white copy of the poster is found on pages 16 and
17 in this handbook.)
Additional facts about stuttering can be found in The Stuttering Foundation® fact sheet, Did You Know: A Fact
Sheet About Stuttering, also in this handbook on page 14.
2
8. What Stuttering Looks and Sounds Like
Stuttering usually occurs on the beginning sounds or words in a sentence,
or at clause boundaries. There are three main patterns of stuttering. You may
hear the child in your class stuttering in only one of these ways; others will
show considerable variety in stuttering patterns.
1. Repetitions of sounds and syllables. The child will usually repeat the sound
M-m-m-may I go to the bathroom?
or syllable three times or more.
I-I-I-I know the answer!
2. Sound prolongations. You will hear the child “holding onto” the sound as he
Sssssscience is interesting.
tries to say it.
Eeeeeeeeeven though the book was hard to read, I liked it.
3. Blocks. When a child is blocking on a sound, you may see her trying to say the
word but not hear any sound coming out of her mouth. This period of silence is
often followed by a quick burst of sound when she is finally able to say the word.
Itʼs also common to hear a child use “um,” or “uh,” as he struggles to get speech
going, or he changes the pitch or loudness as he tries to say a stuttered word.
In addition to the stuttering you hear, you may see the child closing her eyes or
her lips, cheeks, or jaw becoming very tense during stuttering. Some children even
tap their fingers or feet, or move their bodies in other ways while trying to say an
especially difficult word. These behaviors, called secondary or accessory behaviors,
usually occur because the child is trying to force the word out.
How Children May Feel About Stuttering
Some children who stutter do not have any negative feelings associated
with talking, but others may feel frustrated, anxious, embarrassed, or even
ashamed. Itʼs important to know that a childʼs feelings about talking may not be
related at all to how much he stutters. That is, a child you observe to stutter fre-
quently and severely may not feel bad at all about talking in class, whereas
another child whose stuttering seems very mild may feel anxious and afraid.
If a child has negative feelings about talking, he may be unwilling to raise
his hand, pretend that he doesnʼt know an answer when called on, or withdraw
from social situations such as sitting with others at lunch or playing with a group
on the playground.
3
10. Also, talk with the childʼs parents to find out whether theyʼre concerned, and
whether the child has ever had a speech evaluation or been in speech therapy.
Questions you may want to ask parents include:
1. Have you noticed your child repeat parts of words rather than whole
words or phrases? (For example, “a-a-a-apple”)
2. Do you hear your child repeat sounds more than once every 8 or 10
sentences?
3. When you hear your child repeat, do you hear more than two repetitions?
(For example, “a-a-a-a-a-apple” instead of “a-a-apple”)
4. Does your child seem frustrated or embarrassed when he has trouble
with a word?
5. Has your child talked like this for more than a year?
6. Have you ever noticed your child raise the pitch of his voice, blink his
eyes, look away, or have muscle tension in his face when he stutters?
7. Does he use extra words or sounds like “uh” or “um” or “well” to get a
word started?
8. Does your child sometimes get stuck so badly that no sound at all comes
out?
9. Have you ever noticed your child use extra body movements, like
tapping his finger, to get sounds out?
10. Do you think your child ever avoids talking, substitutes words, or quits
talking in the middle of a sentence because he might stutter?
These questions are listed in order of the seriousness of the problem. If a
parent answers “yes” to any question other than number 1, it suggests the pos-
sibility of stuttering rather than normal disfluency. Together with the parent, you
can decide whether to make a referral to a speech-language pathologist.
5
11. Questions Teachers Often Have A bout Stuttering
What should I do when a child stutters in my class?
The most important thing to do when a child is stuttering is to be a good com-
municator yourself.
• Keep eye contact and give the child enough time to finish speaking.
• Try not to fill in words or sentences.
• Let the child know by your manner and actions that you are listening to
what she says—not how she says it.
• Model wait time — taking two seconds before you answer a childʼs
question — and insert more pauses into your own speech to help reduce
speech pressure.
These suggestions will benefit all of the children in your class.
Do not make remarks like “slow down,” “take a deep breath,” “relax,” or “think
about what youʼre going to say, then say it.” We often say these things to chil-
dren because slowing down, relaxing, or thinking about what we are going to
say helps us when we feel like weʼre having a problem tripping over our words.
Stuttering, though, is a different kind of speaking problem; and this kind of
advice is simply not helpful to the child who stutters.
Should I remind the child to use his stuttering therapy
Unless the child or an SLP specifically asks you to help remind the child, it
techniques in class?
may be best not to.
In therapy, children who stutter learn several different techniques, some-
times called speech tools, to manage their stuttering. However, learning to use
these speech tools in different situations (e.g., the classroom vs. the therapy
room) takes considerable time and practice. Many young children who stutter
do not have the maturity to monitor their speech in all situations. Therefore, it
may be unrealistic to expect the child to use her tools in your classroom.
6
12. What should I do when the child is having a difficult
Itʼs always best to check with the child about what he would like you to do
speaking day?
on days when talking is more difficult.
Children who stutter vary greatly in how they want their teachers and peers
to respond when they are having an especially difficult time talking. One child
may prefer that his teacher treat him in the same way as the teacher would any
other day, by spontaneously calling on him or asking him to read aloud.
On the other hand, another child may want his teacher to temporarily reduce
her expectations for his verbal participation, by calling on him only if his hand
is raised or allowing him to take a pass during activities such as round-robin
reading.
What should I do when the child who stutters interrupts
Handle interruptions the same way that you would for a child who doesnʼt
another child?
stutter. Children who stutter sometimes interrupt others because itʼs easier to
get speech going while others are talking. Weʼre not sure exactly why itʼs eas-
ier to talk over others, but it may be because less attention is called to the child
at the beginning of her turn when stuttering is most likely to occur.
Even though it may be easier to get her speech going by interrupting a peer,
itʼs important for the child who stutters to learn the rules for good communica-
tion just like all the other children in your class.
There are many things you can do to help make oral reports a positive expe-
How can I make oral reports easier for the stuttering child?
rience for the child who stutters. Together, you and the child can develop a
plan, considering factors such as:
• Order—whether he wants to be one of the first to present, in the middle,
or one of the last to present;
• Practice opportunities—ways he can practice that will help him feel more
comfortable, such as at home, with you, with a friend, or at a speech therapy
session;
• Audience size—whether to give the oral report in private, in a small group,
or in front of the entire class; and
• Other issues—whether he should be timed, or whether grading criteria
should be modified because of the stuttering.
7
13. You will need to discuss this idea with the child and in consultation with the
Should I talk to the entire class about stuttering?
childʼs SLP. Some children wonʼt mind if you talk to their peers about stutter-
ing. Others, however, will feel that stuttering is a private matter and should not
be discussed openly with the other children in class.
Sometimes, a child who stutters will make a classroom presentation about
stuttering. This presentation allows the child to teach her peers facts about stut-
tering, give them names of famous people who stutter, offer suggestions about
how she would like her peers to react when she is stuttering, and even teach the
others different ways to stutter.
One of the benefits weʼve observed from having a child who stutters make a
classroom presentation about stuttering is a reduction in teasing. If other children
understand more about the problem, they are less likely to ridicule or tease the
child who stutters.
This is not an appropriate activity for all children who stutter, as some may not
be ready yet to deal with stuttering in such an open way. Giving a presentation
about stuttering is one component of stuttering therapy, typically done in con-
junction with a classroom visit by the SLP. If you have questions about whether
the child in your class is ready to give such a presentation, consult the SLP.
If a child in your class is going to make a presentation about stuttering, the
Stuttering Foundation has a Classroom Presentation Packet (#0130) with
brochures, information, and posters you and the child can use.
This is not an appropriate activity for all children who stutter, as some
may not be ready yet to deal with stuttering in such an open way. Giving
a presentation about stuttering is one component of stuttering therapy, typical-
ly done in conjunction with a classroom visit by the SLP. If you have questions
about whether the child in your class is ready to give such a presentation, con-
sult the SLP.
Deal with teasing of the child who stutters just as you would with any other
How should I handle teasing?
child who is being teased. Unfortunately, teasing is an experience common to
many children.
As mentioned earlier, classroom presentations can be a powerful way to
reduce teasing if the child who stutters is ready to make such a presentation.
At other times, teasing will be stopped only with your intervention. Many
school districts now have written policies for handling teasing in the classroom,
and school counselors or social workers are excellent sources of information.
A book with humorous and practical suggestions for teasing is Bullies Are a
Pain in the Brain, by T. Romain of Free Spirit Publishing. Additional resources
for children, teachers, and parents can be found at the end of this handbook.
8
14. Here are some other suggestions:
1. Listen to the child and provide support right away. Donʼt dismiss teasing
with a remark such as “Everybody does it.”
2. Discuss problem solving and coping strategies for teasing and bullying
with the child and choose several that suit him or her. These problem
solving and coping strategies may also be a part of speech therapy.
3. Educate others. The more others know about stuttering, the less likely
they will be to tease.
4. Talk with the class about teasing and bullying in general. The child who
stutters is probably not the only one being bullied or teased.
5. Talk with parents, the speech pathologist, and other teachers so that you
are all on the same page.
What types of things can I say to encourage the child who
The best way to encourage a child who stutters to talk in your class is to let
stutters to talk in my class?
him know through your words and actions that what he says is important, not
the way he says it. Other ways you can encourage the child:
• Praise him for sharing his ideas;
• Tell him that stuttering does not bother you;
• Give him opportunities to talk, such as calling on him to give an answer or
asking him for his opinion; and
• Let him know itʼs OK to stutter.
You may have other general questions about stuttering, the child who stut-
ters in your class, or what to say to parents of children who stutter. We encour-
age you to contact the SLP in your building. If you donʼt have a SLP in your
building or access to one through your school system, contact the Stuttering
Foundation for more information.
What Happens in Stuttering Therapy
Goals of stuttering therapy
There are usually two main goals in stuttering therapy:
• Making talking easier, and
• Developing healthier attitudes and feelings about talking.
9
15. Making talking easier is achieved by teaching children speech tools. These
tools help the child produce speech in a different way, such as reducing the
amount of tension in the speech system, beginning a sentence with more air,
or stuttering in an easier way.
Developing healthier attitudes and feelings about talking is achieved by
helping the child learn to respond to speaking situations with less anxiety,
become more confident in his ability to use these speech tools, and use prob-
lem solving skills for difficult speaking situations.
Not all children need to change how they feel about talking. Many are confi-
dent and willingly talk to others. For some, however, talking can produce feelings
of anxiety or fear, even guilt and shame. Overcoming these negative attitudes
and feelings can be just as important for the child as learning to talk more easily.
Talking more fluently is only one part of being a good communicator.
Learning to take turns, not interrupt, and use eye contact when speaking are
all important communication skills. Sometimes, the harder a child tries to use
his tools and be fluent, the more he will stutter. Again, itʼs important to let chil-
dren know that they shouldnʼt be ashamed to stutter; itʼs OK to stutter.
The DVD Stuttering: For Kids By Kids is a wonderful way for younger chil-
dren to learn more and to see other kids who stutter.
For more information on what happens in speech therapy, two Stuttering
Foundation DVDs may be of interest to you or the child in your class who stut-
ters. Therapy in Action: The School-Age Child Who Stutters focuses on ele-
mentary-age children, and Stuttering: Straight Talk for Teens is for adolescents.
More information about these DVDs can be found at the end of this handbook.
Why children may not use speech tools all the time
For any of us, learning to change the way we talk is very difficult. Think about
times youʼve had to try to slow down or use a different style of speaking, and
then consider whether youʼd be able to do this in all situations with all listeners!
Being expected to use speech tools consistently can be especially difficult
for a child who stutters. Possible reasons she may be unable or unwilling to use
her tools include:
• being excited or rushed;
• feeling tired or sick;
10
16. • having difficulty with the language demands of the speaking situation,
such as having to give an especially long or complex answer; or
• being unsure about how to use her speech tools.
How we talk is something people who do not stutter give very little atten-
tion. One example of exactly how difficult making this type of change may be
is to practice writing your signature with your opposite hand. We often use this
activity with children as part of a classroom presentation about stuttering or
with parents of children who stutter. After trying to write with the opposite
hand, we ask:
• How much did you have to think about writing with your other hand?
• Did it feel natural?
• Does your signature look the way it normally would?
Responses usually include that signing with the opposite hand took a great
deal of thought, felt very unnatural because of changes in the angle of the pen
or the amount of pressure applied to the paper, and did not look at all like the
personʼs typical signature.
We then make the analogy that this is how it feels to change speech:
it takes concentration, it feels unnatural, and it sounds different. These
are additional reasons children may hesitate to use their speech tools.
Changes to expect from speech therapy
Speech therapy can be a long-term process. Children may show changes in
both how they talk and how they feel about talking as they learn to successfully
manage their stuttering. As a result of speech therapy, you may notice the child:
• becoming more fluent;
• stuttering with less tension;
• using more eye contact;
• volunteering to answer questions rather than only answering when called on;
• contributing ideas during a brainstorming session;
• talking more with peers; or
• changing how and when he talks in other ways.
11
17. Teachers Sharing Information with
Speech-Language Pathologists
If you have a child who stutters in your class, your insights about the child
and his communication skills are valuable to the speech therapist. However,
like you, many SLPs are busy and may not be able to schedule a meeting to
talk specifically about the child.
Nonetheless, your input is critical. Consider sharing information with the SLP
through a meeting, e-mail or a written note, regarding:
1. Your observations about how this child learns best in your classroom;
2. The childʼs academic performance, and whether you feel it is affected by
stuttering;
• Does he voluntarily raise his hand in class?
• Does he volunteer to read out loud?
• Does he participate in show-and-tell or give oral reports?
• Does he participate in cooperative learning activities?
3. Her social relationships and whether you feel they are affected by her
stuttering;
• Does she seem to have many friends?
• Is she being teased about her stuttering?
• Does she interrupt or not allow other children a turn to talk?
• Do other children treat her differently because of her stuttering, or do
they treat her as “one of the gang”?
4. Any questions you may have about ...
• The childʼs stuttering and other communication skills;
• The childʼs speech therapy;
• Stuttering in general.
A Teacher Questionaire has been provided on page 32 to help you provide
valuable information to the SLP.
12
18. Teachers Sharing Information with Parents
Parents may have many questions for you about their child and how his stut-
tering affects him in the classroom. For example, they may want to know
whether you see the child participating in class, whether his peers are teasing
him, or they may have basic questions about stuttering. If the child is not cur-
rently in speech therapy, his parents may also want to know how to get help for
stuttering.
When you meet with the childʼs parents, consider discussing the same kinds
of information found in the previous section on sharing information with SLPs.
Talk with parents in an open, honest way about how you see stuttering affect-
ing the child. Many times, your insights will provide the reassurance they need
to feel confident that his stuttering is not a problem for him at school. However,
if you are concerned, the information and examples you can provide should
help parents make a decision about getting help for their child.
On page 35, youʼll find a list of suggestions for parents of children who stut-
ter. You may copy these tips for parents.
If you feel the parents need additional information about stuttering,
encourage them to contact the speech-language pathologist in your build-
ing. If there isnʼt a therapist in your building, you may copy the information
in this handbook or contact the Stuttering Foundation at 800-992-9392 or
www.stutteringhelp.org (www.tartamudez.org in Spanish).
The Stuttering Foundation sends a free packet of information to parents, and
the Web site has a wealth of resources for them. The Foundation publishes
several books, and DVDs specifically for parents including Stuttering For Kids
By Kids (DVD #0172); If Your Child Stutters: A Guide for Parents (7th edition,
book #0011); Stuttering and Your Child: Questions and Answers (3rd edition,
book #0022); and Stuttering and Your Child: Help for Parents (DVD #0073) that
are helpful for children of all ages.
In addition, more than 8,500 public libraries have copies of Stuttering
Foundation books, DVDs and tapes available for loan. For a list of these
libraries, go to the Foundationʼs Web site at www.stutteringhelp.org, click on
the Check Your Library, and then your state.
13
20. SECTION II
For Speech-Language Pathologists
The DVD Stuttering: Straight Talk for Teachers was developed to give teach-
ers practical information about stuttering with two audiences in mind:
• teachers who will view it independently, and
• speech-language pathologists (SLPs) who will use it to inform teachers
about stuttering.
It could also be used with administrators, support staff in the school, and par-
ents as well as students. Keep in mind when sharing the DVD with other audi-
ences that it directly addresses the classroom teacher. You may want to pho-
tocopy parts of this Handbook for those who will be viewing the video.
You will find a suggested in-service format and tips for using the DVD for
either a large group presentation or for an individual teacher meeting.
Implement only those suggestions that best fit your work setting.
We also include a list of discussion questions for use in either a large group
or individual meeting. A rationale for asking each question is included.
Next are guidelines for making a classroom presentation about stuttering.
The Stuttering Foundation has a Classroom Presentation Packet available with
brochures, information, and posters you and the child can use.
You will find a list of resources on stuttering at the end of this booklet.
Large Group Inservice Outline and Tips
This 20-minute DVD was designed for use as part of a brief in-service, rang-
ing anywhere from 30-45 minutes. We encourage you to modify the sugges-
tions for content to best suit your staffʼs needs.
I. Introduction (5 minutes)
A. State your personal interest in children who stutter and your goals for
the in-service.
B. Provide an overview of the DVDʼs content and length. It may be
helpful to suggest that teachers write down one or two things they did
NOT know about stuttering as they are watching; this can provide a
springboard for discussion after the DVD ends.
C. Even though teachers may not currently have a child who stutters in
their classroom, they may meet someone who stutters in public. In
this case, it is helpful to orient teachers to the number of children who
stutter in the building, or the number of adults who stutter in the
United States.
15
23. II. View the DVD (20 minutes)
III. Discussion (10-20 minutes, depending on the number of questions
and group interaction)
A. Ask for general reactions to the tape.
B. Ask teachers to share one or two pieces of information that were new
to them or feelings that the children expressed that were surprising
to them.
C. If you have time, select several questions from the list in this booklet
and facilitate a discussion. Keep in mind that any question you ask,
along with your reaction to the personʼs answer, has the potential to
put them “on the spot.” Your skill in choosing which questions to ask
and then facilitating an open, honest, and respectful interaction will
determine the success of the discussion.
D. At the end of the in-service, restate your goals, summarize what was
learned, and thank the group for attending.
Tips for Leading Large Group Discussions
You may need to repeat a question or someoneʼs answer for the whole
group so that everyone is able to hear it. This is especially important if
the group is large or youʼre in a room with poor acoustics. Periodically
summarize what the group is sharing. This helps everyone stay focused
and reorients them to what is being shared. For example,
“Mrs. Turner’s idea about how she managed oral reports with her child real-
ly stimulated discussion. I believe we agreed that X, Y, and Z are important fac-
If you have worked with a teacher in the past who had a child who stut-
tors to consider when dealing with this issue.”
tered in her classroom, you might ask that teacher to share about the
experience. One good way to ask her to do this is to first make a positive
observation about her. For example,
“Last year Mrs. Clark had Timmy X in her classroom. One strategy I know
Timmy found helpful was that before the lesson, Mrs. Clark told the children
18
24. what order she would be calling on them. I think that really helped Timmy antic-
ipate when he was going to be called on. Mrs. Clark, what else do you think
Accept all responses equally, even if you donʼt agree with them. If you
was helpful to Timmy?”
do disagree and think that the point needs elaboration, wait a bit and dis-
cuss several other topics, then summarize and ask for other possible
perspectives. For example,
“So far, we’ve discussed oral reports, teasing, and encouraging children who
stutter to talk more in our classrooms. We’ve had several different points of
view expressed on these topics. Let’s go back to oral reports, one suggestion
was to always require students to give reports in front of the class as a way of
overcoming fear. Does anyone else have any thoughts about or experiences
Also, use I statements when you respond. That way, the person who
with this that they’d like to share?”
offered an idea you disagreed with is less likely to feel defensive because
you keep the content of your response focused on you rather than the
other person.
“I think it’s important for us to discuss this a bit more because I have had this
same issue with other children and I’m not always sure how to handle it. I’m
wondering how others of you feel about this. Certainly, you all have more expe-
rience with managing students who have to give oral reports, and I know many
other children have to be afraid of this experience. How have you handled
If someone asks for advice, use a counter-question (e.g., “Hm, thatʼs a
other children who were afraid?”
good question. How do you think teasing should be handled?”) or direct
the question to the group-at-large. This will elicit more information from
the person asking for advice and offer the opportunity for collaborative
problem solving.
Encourage brainstorming and problem solving by all members of the
group. Ask them to draw on their own experiences with children who
have faced similar situations; while not all children stutter, many children
are afraid to participate in class for one reason or another, are teased, or
appear to be “different” from their peers. Teachers are used to dealing
with many of these situations on a daily basis and have a wealth of expe-
riences from which to draw.
19
25. Tips for Meeting with Individual Teachers
If a teacher has referred a student to you because of concerns about stut-
tering, a brief questionnaire may be useful in gathering initial background infor-
mation about the child. One questionnaire often used can be found on page 20.
The teacher is asked to respond to ten open-ended statements:
1. Some things I have noticed about this childʼs communication are...
2. When this child answers questions in class, he/she...
3. When this child speaks to me at my desk, he/she...
4. When this child reads aloud, he/she...
5. If/When this child has difficulty speaking, I respond by...
6. If/When this child has difficulty speaking, other children respond by...
7. If/When this child has difficulty speaking, it occurs mostly when...
8. My knowledge about stuttering is...
9. Other concerns I have about this childʼs success in the classroom are...
10. Most importantly, right now I need to know...
At any point during therapy, an important part of the process is meeting per-
sonally with the teacher of a child who stutters. You may choose to give the
teacher the Straight Talk for Teachers DVD to view before you meet with her
or view it together at the meeting as a means of providing information about
stuttering.
Afterwards, a discussion may successfully address specific issues related to
that childʼs particular needs. Discuss the teacherʼs observations and concerns and
help her understand the important role that teachers play in the therapy process.
1. Before you meet with the teacher, be sure to talk with the child about
what he thinks might help him in the classroom.
2. Let the teacher know that her observations are very important to the
childʼs treatment.
3. Ask questions related to the childʼs performance in the classroom, such as:
• What situations in your classroom require successful oral
participation?
• In which situations have you observed this child speaking freely (e.g.,
raising his hand, being willing to share and participate)?
• In which situations have you observed fluent speech? Stuttered
speech?
• When the child stutters, what do you observe him doing? (e.g., tense
his lips, repeat words, look away, etc.)
20
26. • Has the child ever talked about stuttering with you?
4. Give the teacher specific information about the childʼs speech.
• When the childʼs stuttering began;
• What kind of things he does when he stutters;
• How do you think he thinks and feels about stuttering.
5. Understand the teacherʼs perspective and point of view.
• What has her experience been with individuals who stutter?
• What kinds of things has she already done that seem to be helpful?
6. Talk about what you are working on in therapy.
• Names of the tools
• How they sound and what they look like
7. Donʼt overwhelm teachers with information and suggestions. Try to give
one or two practical ideas she can begin implementing right away, based
on her most pressing concerns.
8. Consider involving the child in a meeting with you and the teacher. Cover
topics such as what the child wants his teacher to know about his
stuttering and model the various skills learned in therapy for the teacher.
Possible Discussion Questions
The following questions could be used to stimulate discussion in either a
large-group in-service or individual teacher meeting. The list of questions is not
exhaustive nor in any particular order.
Following each question is a rationale for asking it. Choose several ques-
tions that are consistent with topics you want to bring up as part of your goals
for the in-service or individual meeting.
Presenting any of these questions may be easiest in a large group because
the group at large will often discuss the answers given by teachers. In an indi-
vidual meeting, a teacher might think that you are asking a question to put him
“on the spot” and thus feel threatened. As a result, you must rely on your knowl-
edge of the teacher, the child, the situation, and your intuition as you proceed.
Question 1: How do you feel when you hear a child stutter?
Rationale: Our feelings about listening to stuttering will affect how we respond
and interact with the child. Itʼs common for people, including SLPs, to feel discom-
fort when they hear someone stutter. Many times listeners donʼt know what to say
or how to react. Allowing people to express these feelings in a safe environment is
important in helping listeners feel “comfortable” talking with people who stutter.
For tips on how teachers can react to children who stutter, refer to Section I:
For Teachers of this handbook.
21
27. Question 2: How do you react verbally/physically when you hear a
child stuttering?
Rationale: Reactions to children who stutter can make the child more or less
comfortable. As noted, it is common to feel some level of discomfort when hearing
someone stutter. Although we want to respond in appropriate ways to the child, our
level of discomfort can unconsciously lead us to respond in a less than helpful man-
ner such as physically tensing up, looking away or trying to complete a word or sen-
tence for the child. These responses may lead the child to feel “cut off,” rejected, or
ignored. Give teachers an opportunity to discuss these different ways to react to
stuttering. This in turn will help both them and the child to feel more comfortable.
Question 3: What role as a teacher do you think you should play
with the child who stutters?
Rationale: Information shared by teachers in response to this question will
help clarify how the teacher might support the therapy process. Remember that
teachers have an enormous task in working with a highly diverse population of
children and that tremendous demands are placed on them to support and
teach children of many different needs. When faced with a child with yet anoth-
er problem, such as stuttering, some teachers may feel overwhelmed.
In discussing a question like this, you can discover what the teacher may
be thinking and feeling and then help her to see that the child who stutters
does not have to be treated in radically different ways. Use the video to build
understanding of stuttering, then offer a few common sense interaction styles
she may already use with other students.
Question 4: What role do you think the parents of a child who stut-
ters should play?
Rationale: The answer to this question will help clarify what the teacherʼs expec-
tations are for the parents. Teachers may have preconceived ideas regarding the
role of the parent, not only in the origins of stuttering but also in how it should be
treated. We want to help build a healthy relationship between teacher and parent.
Allowing the teacher the opportunity to voice preconceived ideas of the parentsʼ role
in a safe non-judgmental atmosphere gives you insight on how you can proceed
with the teacher and parents. What attitudes are helpful and should be reinforced?
What beliefs need to be modified in a safe, non-threatening manner?
Question 5: What is the role of the SLP in working with the child
who stutters?
Rationale: When you raise this question, it gives you the opportunity to hear
22
28. exactly what the teacher may expect of you, and gives you the chance to
respond in a supportive, non-threatening way even if your perception of your
role is not the same as the teacherʼs.
This can lead to an open, sharing discussion about what the various roles
might be for both teacher and SLP. It also provides the SLP the opportunity to
give teachers more specific information about stuttering therapy. Both concepts
are important for the development and implementation of the IEP.
Question 6: What has been your experience with individuals
who stutter?
Rationale: Itʼs critical to understand the teachersʼ knowledge of and experi-
ence with stuttering. Their responses will enable you to determine whether you
need to provide for them a more complete picture of stuttering and the wide
variety of behaviors, attitudes, and feelings among children who stutter.
Questions 7 & 8: What have you done with children who stutter
that you found to be helpful? Have you had experiences that have
NOT been helpful?
Rationale: This allows you to validate what the teacher has already done
and make suggestions for more helpful strategies if necessary. We want teach-
ers to share previous interactions with children who stutter. You can discuss the
various examples the teachers provide, decide if they were indeed helpful, and
problem-solve other strategies. Further questions you may want to ask include:
Would the strategies youʼve used be helpful for all children who stutter? If not,
how could the strategy be modified to work better with select children?
Question 9: How did this video increase your understanding of
stuttering and of children who stutter?
Rationale: Itʼs important to determine whether you need to provide more
information about stuttering; therefore, this is a good closing question. At this
point, teachers will have talked about issues, and learned strategies that may
help them feel more comfortable or increase the success of their interactions
with children who stutter. You can also gain a sense of whether additional infor-
mation needs to be presented immediately for the benefit of the group or dis-
cussed with individual teachers at a later date.
23
29. Guidelines for Classroom Presentations
for Children Who Stutter:
(adapted with permission from Murphy, 2002)
Having the school-aged child and SLP discuss stuttering with the childʼs class
is a powerful tool with many positive consequences. When classmates are
informed about the nature of stuttering, teasing in the classroom is almost always
reduced or eliminated. Classmates also become advocates for the child who
stutters and will come to his rescue on the playground if other children tease him.
A class presentation is one way to normalize, “de-awfulize” stuttering. When
done correctly, the stuttering is a less “loaded” topic, an issue that can be open-
ly discussed. It opens the possibility for the SLP to go directly into the classroom
and work openly with the child on transfer and maintenance skills. If appropri-
ate, teachers can more easily signal a child to use his management tools.
Most importantly, the child has a powerful experience during which there is
opportunity to self-disclose about stuttering in a supportive and accepting envi-
ronment. He can then implement therapy strategies in class without worrying
about potential misunderstanding or ridicule by others. Thus, the foundation is
laid to use self-disclosure as a stuttering management tool. The child learns
that talking openly about stuttering puts both him and peers at ease.
Procedures for Making a Classroom Presentation
A classroom presentation to help a child discuss his stuttering with his class-
mates should be done only if the child is in agreement. Not all children who
stutter are ready or willing to make a classroom presentation to their peers.
Deciding to make a presentation should be viewed as a therapy goal for how
the child thinks and feels about the problem, and the childʼs readiness for this
activity should be monitored carefully.
For some children, making this decision is an easy task. They want their
classmates to know about stuttering. For others who have been teased about
stuttering or who already have strong negative emotions, desensitization work
must come first. Strategies to reduce or eliminate anxiety, shame, and guilt
must be implemented both in and outside the therapy room. (Editorʼs note: For
therapy suggestions, see SFA DVD #9504, Dealing Effectively with Shame and
Guilt, or book #0005, The School-age Child Who Stutters: Working Effectively
Before making a classroom presentation, explain the rationale for this experi-
with Attitudes & Emotions – A Workbook.)
ence to teachers and parents. Even if a child has not been teased about stutter-
ing by classmates, he will acquire important skills.
24
30. During a conference with the teacher, the general mood of the classroom
should be discussed to determine whether the teacher expects interference
from any particular child.
The child who stutters should be included in the planning activities.
Does he want to inform the class regarding specific issues? How much does
he want to actually say versus what the SLP should say? If he is still at a point
where speech management skills are inconsistent, the SLP may want to limit
the childʼs participation to speaking parts that are short, well-rehearsed, or use
strategies known to produce a lot of fluency, such as choral reading.
Issues discussed will vary according to each childʼs needs and age level.
Kindergarten, first, and second-grade children can understand concepts of
bumpy or sticky speech and that it feels bad to be teased. They can learn that
the speech teacher will teach the child who stutters how to have smoother
speech, but that sometimes bumpy speech will still happen.
Third and fourth graders can understand more complex explanations about
stuttering, how speech is produced, speech therapy techniques as well as their
inconsistent success, and the ramifications of teasing.
Here is sample outline of a classroom presentation that would be appro-
priate for third and fourth graders. You will want to adapt it to your own style,
the needs of the child in question, and the developmental level of the class.
Classroom Presentation Outline
1. Introduction
• Introduce yourself as the speech teacher and briefly explain your job.
2. Classroom participation.
• To normalize the concept of receiving speech therapy in the class
room, ask the children how many of them have been to speech before
and what they worked on.
• Maybe someone will mention that the child who stutters is currently in
speech. Acknowledge that this is true and soon youʼll be discussing it.
3. Talk about other speech problems and the rationale for coming to class.
• Briefly indicate that there are many types of speech difficulties, e.g.,
how to pronounce speech sounds, hoarse voices etc., but today you
and the child are going to focus on a problem called stuttering.
• Let the class know that you and the child want to teach them some
interesting things about stuttering and to educate them, because we
all know how important it is to be educated people.
4. Define stuttering and its causation.
25
31. • Give a brief definition that is age appropriate for the class.
• When speaking to this age level, we like to ask the kids if they know
what stuttering is and summarize the discussion, i. e. “Stuttering is a
speech problem where some peopleʼs speech system doesnʼt work
very well all the time. It doesnʼt seem to be as coordinated as it should.
It gets tripped up or stuck on sounds. Weʼre not sure what causes this,
but we think maybe some people are just born this way.”
5. Famous people who stutter.
• We like to ask the class if they know that many famous and
successful people have stuttered, and then briefly tell them about
some of these people pictured in the centerfold in this booklet (pages
16-17).
• As a visual aid, you can use the brochure enclosed in this packet
showing famous people who stutter.
6. Itʼs no oneʼs fault.
• Itʼs very important to stress that no one is responsible for stuttering.
People donʼt stutter because they are dumb or sick. Moms and Dads
did not cause it, and itʼs not a disease that you can catch.
7. Different ways to stutter.
• Most children, no matter what their degree of speech management
skill, can be verbally involved with the class in this portion of the
presentation.
• Together with the child, demonstrate different forms of stuttering
behavior (e.g., repetitions, blocks).
• Ask for volunteers to imitate the various patterns. It can be fun, if done
in a friendly manner, for the child who stutters to grade stuttering
attempts by classmates (i.e., give them an A, B, C, D, or F).
• Indicate that this type of imitation is for learning purposes only and that
it should not be done at other times.
• A class discussion should then follow in which the children are asked
how they would feel and act if they had to talk this way all of the time.
8. Tools that facilitate smoother speech.
• Using the linguistic level at which the child is most comfortable,
together you can demonstrate the speech management techniques he
or she is learning, e.g., pullouts, stretched speech, etc.
26
32. • It may also be helpful to ask a few of the other children in the class if
they can do some of the fluency enhancing techniques, such as
prolonged speech. Here the class may begin to appreciate the level of
difficulty in using such management techniques.
9. We canʼt have 100% success – change is hard!
• Itʼs important that both the teacher and the class recognize that
speech management in conversation is difficult and the child will
continue to have some hard stuttering. Change will come, but it takes
time and practice.
• Influences that make changes difficult can be discussed. Items may
vary for each child but usually include the following: being tired,
competing messages (i.e., many children trying to talk at once), and
fear of being teased or ridiculed.
10. Why people make fun of others and how it affects us.
• Ask the class to share what they have been teased about. Most
elementary-aged children are willing to disclose this information and
doing so actually creates a stronger bond among the children.
• We always emphasize that anyone who is willing to share something
they have been teased about is very brave.
• It is also helpful to ask the children how teasing makes them feel and act.
• Parallels can then be drawn to teasing someone about stuttering.
• Help the children problem solve various ways they can respond if they
hear one of their classmates being teased or bullied.
11. How the child would like his classmates to respond to stuttering.
• You and the child can talk to the class about how to react to stuttering
in a helpful manner.
• We have found that many elementary children actually welcome their
classmates filling in words on which they are stuttering, while others
want the listener to be patient and wait until they are able to say the word.
Appropriate discussions and self-disclosure of stuttering take the disorder
out of the closet and into the open. It can take the sting out of “a secret that
everyone knows but no one talks about,” thus reducing shame, fear, and mys-
tery. Self-disclosure and other forms of desensitization must be done repeti-
tively but in safe, socially appropriate contexts such as classroom presenta-
tions, plays, or child-directed videos about stuttering.
27
33. Resources
We have compiled a list of resources on stuttering therapy, teasing, and building self-esteem in
children. The list includes resources for children , parents , teachers , and speech-language
pathologists ☺. Each resource is listed with a code for a suggested audience, however the resources
are helpful for everyone. Also see pages 32 and 33 for useful teacher and parent questionnaires. You
may also call the Stuttering Foundation at 800-992-9392 for a list of support groups.
Ordering information:
• Stuttering Foundation 800-992-9392 or www.stutteringhelp.org
• Free Spirit Publishing 800-735-7323, www.freespirit.com
or www.amazon.com
Bullies Are a Pain in the Brain, by T. Romain and E. Verdick. This book mixes humor with prac-
tical suggestions to help children ages 8-13 become “bully-proof,” get help in dangerous situations,
and stop bullies from hurting others. Information for bullies is also included to help them get along with
others and feel good about themselves without having to make others feel bad. Order from Free Spirit
Publishing.
The Bully Free Classroom: Over 100 Tips and Strategies for Teachers K-8, by A. L. Beane.
More than 100 practical strategies for prevention and intervention with teasing and bullying that can
be used immediately can be found in this book. It includes 45 pages of reproducible handout mas-
ters. Order from Free Spirit Publishing.
Classroom Presentation Packet. This packet of materials contains cool tools to use when chil-
dren make presentations to their class about stuttering. Thirty copies each of the 18 Famous People
Who Stutter: National Stuttering Awareness Week and Did You Know: Fact Sheet About Stuttering
brochures; one 18 Famous People Who Stutter poster, and one Nick Brendon for National Stuttering
Awareness Week poster are included. All materials are in full color. Order from the Stuttering
Foundation directly, #0130. , ☺
Do You Stutter: A Guide for Teens, 4th edition. Some problems are unique to teens who stut-
ter. This 80-page book is written to and for teens to offer advice on solving some of these problems.
Specialists in the field of stuttering write each chapter. Some of these specialists stutter. Order from
the Stuttering Foundation directly, #0021.
Famous People Who Stutter Poster. Eighteen noted celebrities who stutter in full color. Nicholas
Brendon, James Earl Jones, Annie Glenn, John Stossel, Marilyn Monroe, Bob Love, Mel Tillis, Bill
Walton, Carly Simon, King George VI, Frank Wolf, Ken Venturi, John Updike, Robert Merrill, Winston
Churchill, Kenyon Martin, John Melendez and Darren Sproles. 24” x 18”. Ideal for all settings to
increase awareness about stuttering. Order from the Stuttering Foundation directly, #0054. ☺
28
34. Fighting Invisible Tigers: A Stress Management Guide for Teens, revised, by E. Hipp and M.
Fleishman. Written especially for teens in grades 6-12, the book is a wonderful resource of stress-
management and life-management skills. Covers being assertive, building relationships, taking risks,
making decisions, dealing with fears, using positive self-talk, and more. A “Self-Care for Tiger Bites”
offers immediate “first aid” for teens who need fast stress relief. A Leaderʼs Guide can also be ordered
that includes a step-by-step curriculum for 12 sessions and handout masters. Order from Free Spirit
Publishing.
Good Friends are Hard to Find: Help Your Child Find, Make, and Keep Friends, by F. Frankel
and B. Wetmore. A step-by-step guide for parents of children ages 5-12, that shows them how to help
their children make friends and deal with other kids. Includes suggestions for dealing with teasing,
bully, and meanness whether the child is the one being teased or the one who is teasing. Order from
Free Spirit Publishing.
How to Talk So Kids Will Listen and Listen So Kids Will Talk, by A. Faber and E. Mazlish. This
book describes a step-by-step approach to improving communication in the home. “Reminder” pages,
helpful cartoons, and excellent exercises will improve parentsʼ ability to talk and problem-solve with
children. The suggestions are appropriate for teachers too. The tools provided are appropriate for chil-
dren of all ages. Can be found in almost any bookstore or ordered from www.amazon.com.
If Your Child Stutters: A Guide for Parents, 7th edition. Written for those who are concerned
about the speech of the young child, this book helps distinguish between normal disfluencies and stut-
tering and offers practical suggestions parents can use immediately with their child. Many experts in
the field of stuttering contributed to the book. Order from the Stuttering Foundation directly, #0011.
Also available in Spanish, #0015.
If You Think Your Child is Stuttering, New Tips for Parents. This popular brochure describes
the difference between normal disfluencies and stuttering and offers 9 tips that parents can immedi-
ately use to help their child. Order from the Stuttering Foundation directly, #0041. Also available in
Spanish, #0048.
Other, by C. Gainer. Simple words and cute illustrations help children ages 3-8 discover and cele-
I’m Like You, You’re Like Me: A Child’s Book About Understanding and Celebrating Each
brate on their level individual differences: hair, families, body shapes, etc. Topics explored in basic
terms include talking, listening, feelings, and cooperation. A Leaderʼs Guide can also be ordered that
includes activities, discussion questions, and reproducible handouts for parents. Order from Free
Spirit Publishing.
Workbook, by K. Chmela and N. Reardon. Numerous strategies for helping children make positive
The School-Age Child Who Stutters: Working Effectively with Attitudes and Emotions—A
changes in feelings and beliefs are presented using examples from real children. Concrete methods
for documenting present levels of feelings and beliefs are included, as well as therapy ideas to pro-
mote change. There are reproducible pages throughout the book. Order from the Stuttering
Foundation directly, #0005. ☺
29
35. Sometimes I Just Stutter, a book for ages 7 to 12, by E. de Geus. Written for children who stut-
ter, this book talks about what makes you stutter, why sometimes you stutter and sometimes you
donʼt, why some people donʼt understand why you stutter, what others know about stuttering, that a
lot of other kids stutter too, and what to do if you are teased about stuttering. Order from the Stuttering
Foundation directly, #0031. Also available in Spanish, #0032.
revised, by G. Kaufman, L. Raphael, & P. Espeland. Written for children in grades 3-7, this book con-
Stick Up For Yourself! Every Kid’s Guide to Personal Power and Positive Self-Esteem,
tains simple words with real-life examples to help children build self-esteem, assertiveness skills,
responsibility, and healthy relationships. A Teacherʼs Guide is also available for this book with outlines
for ten sessions including reproducibles. Order from Free Spirit Publishing.
Times, by S. Cooper. This book helps parents of children ages 4-12 teach their children the verbal
Sticks and Stones: 7 Ways Your Child Can Deal with Teasing, Conflict, and Other Hard
skills they need to defend against hurtful words others say to them. There are examples and sample
scripts that help children learn how to speak up, shut down bullies, counter peer pressure, deal with
fights, etc. Order from Free Spirit Publishing.
Stress Can Really Get on Your Nerves!, by T. Romain & E. Verdick. Blending facts, reassur-
ance, and humor, this book written for children ages 8-13 helps them understand and manage their
stress. It offers specific ways to deal with stress. Order from Free Spirit Publishing.
Stuttering and the Bilingual Child. This brochure explains the unique demands being bilingual
places on the stuttering child, and offers suggestions for reducing language demands as well as ideas
for structuring therapy. Order from the Stuttering Foundation directly, #0110. ☺
Stuttering and Your Child: Help for Parents. This 30-minute DVD is for families of preschool
children who stutter. It focuses on helping families understand stuttering and make changes to pro-
mote more fluent speech. Order from the Stuttering Foundation directly, #0073. English/Spanish.
Stuttering and Your Child: Questions and Answers, 3rd edition. This book represents the most
up-to-date thoughts of seven leading authorities in stuttering. Answers to questions most often asked
by parents enable them to work with their child in ways that contribute to the development of better
fluency. This book is a must for both parents and teachers. Order from the Stuttering Foundation
directly, #0022. Also available in Spanish, #0027.
Stuttering: For Kids, By Kids. Speech-language pathologists who specialize in the treatment of
fluency disorders spent more than a year developing the script for this 12-minute DVD. The result is
a lively, engaging and highly effective DVD that gives kids positive ways to manage their stuttering,
boosts confidence and helps them feel better about themselves. A new and non-threatening way to
discuss stuttering. Order from the Stuttering Foundation directly, DVD #9172. English and Spanish
version included on one DVD. ☺
Stuttering: Straight Talk for Teens. Every teen needs to know that he or she is not alone, and
that real help is available. In this 30-minute DVD, teens share experiences and talk about what works.
Clinicians demonstrate and discuss what stuttering is, concerns and feelings associated with stutter-
ing, and ways the teen can help himself and where to find help. Order from the Stuttering Foundation
directly, #1076.
30
36. Treating the School-Age Child Who Stutters: A Guide for Clinicians, 2nd edition by C. Dell.
Written by a former public school SLP who was one of the first to be trained as a stuttering specialist,
this 108-page book offers sample dialogues and numerous tools for working effectively with school-
age children who stutter. A must for any public school speech-language pathologist working with ele-
mentary-aged children. Order from the Stuttering Foundation directly, #0014. ☺
Therapy in Action: The School-Age Child Who Stutters. This 40-minute DVD provides infor-
mation about what stuttering looks and sounds like, addresses concerns associated with stuttering in
the school-age child, and demonstrates segments of therapy in action by renowned specialists with
school-age children. Order from the Stuttering Foundation directly, DVD #1079. ☺
Trouble at Recess. This 30-page book written and illustrated by 8 year-old Jamie describes the
tribulations that many children who stutter encounter both in the classroom and on the playground. A
must-have for all kids who stutter and others too! Order from the Stuttering Foundation directly,
#0034.
We Can Get Along: A Child’s Book of Choices, by L. M. Payne & C. Rohling. For children ages
3-8, this book teaches conflict resolution and peacemaking skills in a way that young children can
understand. A Leaderʼs Guide can also be ordered that includes activities, discussion questions, and
reproducible handouts for parents. Order from Free Spirit Publishing.
Working with Teachers: Practical Ideas for School Clinicians, by A. McKeehan and K.
Chmela. Well-known speech pathologists McKeehan and Chmela share practical ideas and strate-
gies for working with classroom teachers to meet the needs of children who stutter in this 40-minute
video. In-service tips for teachers are offered by McKeehan; Chmela addresses collaborating with
teachers to achieve transfer and maintenance of fluency skills. A handout accompanies the video.
Order from the Stuttering Foundation directly, #0102. ☺
In addition, articles from several professional journals may be of interest:
• Logan, K. & Yaruss, J. S. (1999). Helping parents address attitudinal and emotional factors with
young children who stutter. Contemporary Issues in Communication Sciences & Disorders, 26, 69-81.
• Zebrowski, P. M. (2002). Building clinical relationships with teenagers who stutter. Contemporary
Issues in Communication Sciences & Disorders, 29, 91-100.
• Zebrowski, P. M., & Cilek, T. (1997). Stuttering therapy in the elementary school setting:
Guidelines for clinician-teacher collaboration. Seminars in Speech and Language, 18, 329-341.
• Zebrowski, P. M. & Schum, R. L. (1993). Counseling parents of children who stutter. American
Journal of Speech-Language Pathology, 2, 65-73.
31
39. 7 tips for talking
with your child
Speak with your child in an unhurried way,
1 pausing frequently. Wait a few seconds after your
child finishes speaking before you begin to speak. Your
own slow, relaxed speech will be far more effective
than any criticism or advice such as “slow down” or
“try it again slowly.”
2 Reduce the number of questions you ask
your child. Instead of asking questions,
simply comment on what your child has said.
3 Use your facial expressions and other body lan-
guage to convey to your child that you are lis-
tening to the content of her message and not to
how she’s talking.
Set aside a few minutes at a regular time
4 each day when you can give your undivided
attention to your child. This quiet, calm time can
be a confidence-builder for younger children.
5 Help all members of the family learn to take
turns talking and listening. Children, especially
those who stutter, find it much easier to talk when
there are few interruptions.
Observe the way you interact with your child.
6 Try to increase those times that give your child the
message that you are listening to her and she has plenty
of time to talk.
7 Above all, convey that you accept your child as he
is. The most powerful force will be your support of
him, whether he stutters or not.
Compiled by Barry Guitar, Ph.D., University of Vermont, and
Edward G. Conture, Ph.D., Vanderbilt University
35
40. If you believe this book has helped you or you
wish to help this worthwhile cause, please send a
donation to
THE
STUTTERING ®
FOUNDATION
A Nonprofit Organization
Since 1947—Helping Those Who Stutter
3100 Walnut Grove Road, Suite 603
P Box 11749 • Memphis, TN 38111-0749
.O.
info@stutteringhelp.org
www.stutteringhelp.org www.tartamudez.org
800-992-9392
The Stuttering Foundation of America® is
a tax-exempt organization under section
501(c)(3) of the Internal Revenue Code
and is classified as a private operating
foundation as defined in section 4942(j)(3).
Charitable contributions and bequests
to the Foundation are tax-deductible,
subject to limitations under the Code.
36
42. Meet Swish and
friends, stars of
Stuttering :
For Kids, By Kids !
THE
STUTTERING ®
FOUNDATION
A Nonprofit Organization
Since 1947—Helping Those Who Stutter
3100 Walnut Grove Road, Suite 603
P.O. Box 11749 • Memphis, TN 38111-0749
info@stutteringhelp.org
800-992-9392
www.stutteringhelp.org www.tartamudez.org
04/08