Augmentative and Alternative Communication – Like A Second Language

 

AAC communicative process is really complex:

1. User receives auditory information
2. User processes the linguistic message
3. User formulates or identifies an appropriate response
4. User translates and executes a response using AAC system

It is a similar process a bilingual speaker experiences:

1. He first thinks of responses in his primary language
2. Then he translates
3. Finally he implements the response using the second language

If you are interested in the topic read:
Is AAC a Separate Language? by Stephanie Coogan

https://leader.pubs.asha.org/do/10.1044/leader.FMP.25062020.6/full/

To learn about AAC read my other post “Augmentative and Alternative Communication (AAC) – List of Low and Light Tech Devices”

http://slpzone.blogspot.com/2013/10/list-of-augmentative-and-alternative.html

Check also “Augmentative and Alternative Communication Evaluation – Sample”

http://slpzone.blogspot.com/2013/10/augmentative-and-alternative.html

Check also “Augmentative and Alternative Communication Evaluation – Sample 1”

http://slpzone.blogspot.com/2013/10/augmentative-and-alternative_10.html

Speech Evaluation of School Age Children

Assessing School-Age Children with Speech-Sound Disorders is not an easy task.

Check my other post for more than 90 speech therapy tests

“Speech Therapy Tests with Descriptions”

http://slpzone.blogspot.com/2012/06/90-and-more-speech-therapy-tests-with.html

Screening

Speech Participation and Activity Assessment of Children (SPAA-C)

http://www.csu.edu.au/research/multilingual-speech/spaa-c

https://cdn.csu.edu.au/__data/assets/pdf_file/0011/2761571/SPAA-C-Questions-English.pdf

https://cdn.csu.edu.au/__data/assets/pdf_file/0008/2761586/SPAA-C-Instructions-English.pdf

https://cdn.csu.edu.au/__data/assets/pdf_file/0010/2755405/SPAA-C-Child-English.pdf

I Speak, I Say, I Talk but Animals Don’t Because They Purr, They Roar, They Hoot…

Art by BP, 2020 

https://photos.app.goo.gl/xGr35jVm4zsFKXjd8

“I Speak, I Say, I Talk” 

by Arnold L. Shapiro

Art by BP, 2020

Cats purr.

Lions roar.

Owls hoot.

Bears snore.

Crickets creak.

Mice squeak.

Sheep baa.

But I SPEAK!

 

Art by BP, 2020

Monkeys chatter.

Cows moo.

Ducks quack.

Doves coo.

Pigs squeal.

Horses neigh.

Chickens cluck.

But I SAY!

 

Art by BP, 2020

Flies hum.

Dogs growl.

Bats screech.

Coyotes howl.

Frogs croak.

Parrots squawk.

Bees buzz.

But I TALK!

 

Art by BP, 2020

https://youtu.be/egjinK-b5Uk (part 1)
https://youtu.be/sLICkeUHRPA (part 2)

Art by BP, 2020

https://youtu.be/eXsk30mbJGE (real animal sounds)

https://youtu.be/Qg8YmmqpnVA (comprehension exercise)

Art by BP, 2020

http://blog.lrei.org/ls-poetry-archive/i-speak-i-say-i-talk-arnold-l-shapiro/

Art by BP, 2020

https://www.poeticous.com/

https://www.poemhunter.com/

Art by BP, 2020

https://www.eslprintables.com/

Understand Feelings and Express Emotions

Anyone can become angry – That is easy.

But to be angry with the right person,

To the right degree,

At the right time,

For the right purpose,

And the right way –

This is not easy.

Aristotle, The Nicomachean Ethic

"Emotions" by Basia P., 2012

Be happy for this moment.

This moment is your life.

Omar Khayyam 

"Emotions" by Basia P., 2012

You will never be happy

If you continue to search for what happiness consists of.

You will never live

If you are looking for the meaning of life.

Albert Camus

 "Happy World" by Basia P., 2011

Feelings are an important part of our life. In order to live fully and effectively, we need many sources of information (e.g., our senses, thoughts, and perceptions) to guide us, motivate, and help to make sense of things we do and see. Often, there is a strong relationship between the events in our life and our feelings, for example, we feel sad in response to loss, or we feel happy in response to winning a tournament. The feelings are related to our interpretations of events more than to the events themselves. While it is natural to think that we respond only to the events of our life, in fact we make interpretations or judgments of these events, and these interpretations play a key role in our emotional responses. When we stop to think about it, each event could defer a variety of emotional responses. Our interpretation of the event helps link a particular emotional response to that event.

When we feel something we can ask ourselves some questions:

• What is this feeling?
• What is this feeling telling me about this situation?
• Why has this feeling come up right now?

Next comes labeling. 

To learn appropriate vocabularies go to http://www.sba.pdx.edu/faculty/mblake/448/FeelingsList.pdf

Or to http://karlamclaren.com/wp-content/uploads/2010/11/Emotional-Vocabulary.pdf from “The Language of Emotions” by Karla McLaren

Experiencing and expressing emotions are integral parts of our everyday life. We learn to incorporate emotions into our life by observing our surrounding and participating in different situations. Yet, for many people, emotions remain mysterious, confusing, and difficult to express constructively. Just imagine, if it is hard for a grown up how difficult it must be for a child. Just as we have choices about how to interpret an event, we also have options about how to express those feelings we experience. Often we limit the range of our expressive options by believing that there are only two options: either directly expressing them to someone else (e.g., in a personal confrontation), or keeping them to ourselves. In reality, there are many ways to respond to our feelings and express them. To some extent, we express a feeling any time our behavior is influenced by that feeling, but the way we express that feeling, and the intensity of that expression can vary widely. This is where decision - making comes in. First, we consider what our options are, for example, if a close friend is moving away, we may feel very sad about that. We have many options, for example, we can tell our friend how much we will miss him/her and make a special effort to spend more time with him/her. These options may be painful at the time, but they give us the opportunity to express our feelings to our friend. On the other hand, we can avoid the friend until he/she leaves town, so we won’t have to say good-bye, or we can stay busy making other friends, so we won’t miss this particular friend as much after he/she leaves. These choices may allow us to postpone or avoid painful feelings at the time, but they do not provide the opportunity for closure with our friend. The point is that we have options, and it’s our decision.

Here are some questions to think about when deciding how to respond to your feelings:

• Does the intensity of my feelings match the situation?
• Do I have several feelings that I need to pay attention to?
• What interpretations or judgments am I making about this event?
• What are my options for expressing my feelings?
• What are the consequences of each option for me?
• What are the consequences of each option for others?
• What result am I hoping for?
• What do I want to do?
• What if I do nothing?

Our families helped shape our attitudes about emotions, abilities to identify emotions, ways of interpreting events, and ways of expressing emotions. If we are having difficulties in any of these processes and are trying to change them, we may find it helpful to consider what we learned about them from our family. Many people do not recall being taught “family rules” concerning emotions, but such teachings occurred, whether directly or indirectly. A subtle example might be when a parent left the room whenever we got angry, thus indicating that expressions of anger were unacceptable. In other families a parent may yell, “Don’t raise your voice at me,” suggesting a rule against the child’s expressing anger, but subtly conveying the rule that expressions of parental anger are permissible. Identifying our family’s rules can help us change the ways we experience and express our emotions.

En examples of my family rules:

• Never ignore your feelings, but trust them.
• Treat other people’s feelings as your own.
• Don’t use anger to get attention.
• Express your anger with words in civilized manner.
• Trust others with your feelings and don’t keep them just to yourself.
• Be happy when it is time for happiness. Mourn when it is time for mourning. 

As the parents we must help our children to learn, understand and express their feelings and emotions. If our child says that he or she is worried or scared, you shouldn’t say "No you're not!" or "You're fine." That doesn't help our child. Instead, it is likely to make our child believe that we do not listen or do not understand him/her. Instead, we should validate our child's experience by saying things like "Yes, you seem scared. What are you worried about?" Then have a discussion about our child's emotions and fears. Once we have validated our child's emotions and demonstrated that we understand his, her experience and listened to what our child had to say, we should help our child to solve a problem. It doesn’t mean we should solve the problem for our child, but it means we help our child to identify possible solutions. If our child can generate solutions, that is great, if not, generate some potential solutions for our child and ask our child to pick the solution that he or she thinks would work best.

Techniques of Active Listening adapted from The Inner Resilience Program

Paraphrasing - Repeat what was said

Encouraging - Tell me more… Anything else?

Clarifying - Where, why how questions, e.g. When did this happen?

Reflecting - State the feelings. You seem upset, angry, etc.

Validating - Express appreciation for sharing, e.g. I’m glad you came to me.

Summarizing – Restate major ideas and feelings expressed, e.g. These seem to be the key ideas.

Teach your child to express his/her anxiety.

"Angry Girl" by Basia P., 2012

Listen carefully to your child and answer the questions.

Talking, Cambodia 2013

Try to find the best solution.

Vietnam, 2013

Use an interactive book “How Do I Feel?” by Greenhouse Publications http://www.greenhousepub.com/howdoifeel.html

Make emotion prints and masks.

Practice opened questions associate to social situations.

Vietnam, 2013

Play Theater

“Mood game” https://www.youtube.com/watch?v=16XRMxGjp_k

“Freeze game” https://www.youtube.com/watch?v=vCw9vTLaOK8

Concluding: Learning to experience our feelings fully and expressing them in ways that are adaptive and healthy is not a simple process, but there are some key components that can help. In general, it is important to become a good observer of our feelings, to accept and value them, and to attend to what they signal to us. We should pay attention to how our interpretations and thoughts affect how we feel and also how the lessons learned in our family about emotional expression continue to influence our behavior. When deciding how to express how we feel, give some thought to all of our options. And most importantly, we should be patient and don’t become discouraged when we find ourselves struggling with this process. Learning to experience and express our emotions is a life-long process.

References and Resources:

Burns, David (1980 ), Feeling Good. New York: Avon Books

Ellis, Albert (1962), Reason and Emotion in Psychotherapy. New York: Lyle Stuart

Jeffers, Susan (1987), Feel the Fear and Do it Anyway. San Diego: Harcourt Brace

Lerner, Harriet (1985 ), The Dance of Anger. New York: Harper & Row

Potter-Efron, Ronald & Potter-Efron, Patricia (1989, 1995), Letting Go of Shame. New York: Harpercollins Publishers

Rubins, Isaac (1969, 1997), The Angry Book. New York: Simon & Schuster

Check also http://www.wikihow.com/Express-Your-Feelings

Pet Loss and Child’s Grief

Basia with Terrence, 2013

Children respond to death different way as adults do. Their normal reaction is more natural, inquisitive and diverse. How the child responds depends on the strength of the bond with a pet, as well as child’s age and developmental stage. We may be astonished how much our child does know about death. The universal subject of passing away is known to a child through fairy-tales, legends, TV, movies, or schoolmates and friends.

Basia with Terrence, 2013

The death of a child’s beloved pet matters a great deal in child’s life. It is often the first death experienced by a child. Children naturally develop strong attachments to companion animals, relating them often as siblings, playmates, and even imaginary protectors. Although children experience grief differently than adults, they do grieve. They need support and guidance to understand their loss, to mourn that loss, and to find ways to remember and memorialize their deceased loved one. Children look to us for guidance in word as well action. The death of a beloved pet presents an emotional stress, even for a well-adjusted adult. Thus, it is important for adults to access grief supports for themselves, in order to deal with their emotions and be more effective parents for their children. Also, we must avoid projecting our own over concerns on a child, creating problems that would not have otherwise existed. Children see tears and grief, and they learn from total immersion what grief means. We shouldn’t try to protect them from the reality, but let them share their feelings and hear something about ours, to a reasonable degree - according to their maturity and ability to understand. This will help them to know that grief is normal and is acceptable, in whatever loss they are experiencing. We should teach the kids that ultimately, all life is change and growth. That is a very hard lesson to learn, but a necessary one. They need to understand that tears in a loving and understanding environment can help people get past the worst of the sadness. And through experience they will later learn that time will always help make things feel better. How the whole situation is handled will remain with the child for the rest of his or her life.

Hamster Terrence and Basia, 2014

Age Developmental Stages of Grieving

2-3 Year Olds…

… do not have the life experiences to understand death. They should be told the pet has died and will not return. It is important that they be reassured that they did not do or say anything to cause the death. Children at this age may not understand what death really means, but they will sense and copy your emotions and behavior. Note that it is good to cry and show your own feelings of grief, but these must be controlled and perceived as a normal response to the loss of a loved one. Extra reassurance, as well as maintaining usual routines will help the child. At this age a child will usually accept a new pet very easily.

Terrence, 2013

4-6 Year Olds…

…usually have some understanding of death but may not comprehend the permanence of it. They may even think the pet is asleep or continuing to eat, breathe and play. They may also feel that past anger towards their pet, or some perceived bad behavior was responsible for its death. Manifestations of grief may include a change in playing, eating and sleeping habits. Through frequent, brief discussions allow the child to express feelings and concerns. Give extra reassurance. Drawing pictures and writing stories about their loss may be helpful. Include the child in any funeral arrangements.

Basia with Terrence, 2014

7-9 Year Olds…

… know that death is irreversible. They do not normally think this might happen to them, but they may be concerned about the death of their parents. They are very curious and may ask questions that appear morbid. These questions are natural and are best answered frankly and honestly. At this age they may manifest their grief in many ways, such as school problems, anti-social behavior, somatic or physical concerns, aggression, and withdrawal or clinging behavior. It is important that they be reassured that they did not do or say anything that caused the death.

Terrence, 2014

Basia for her Terrence, 2014

10-11 Year Olds…

… are usually able to understand that death is natural, inevitable and happens to all living things. They often react to death in a manner very similar to adults, using their parent’s attitude as their model. A pet’s death can trigger memories of previous losses of any kind, and this should always be open for discussion.

Basia with Terrence, 2013

Adolescents…

… react similarly to adults. However, the typical adolescent span of expression can range from apparent total lack of concern to hyper-emotional. One day they want to be treated like an adult, and the next day they need to be reassured like a young child. Peer approval is also very important. If friends are supportive, it is much easier for them to deal with a loss. Also, keep in mind that an adolescent is trying to find his or her own true feelings, and may be prone to conflict with a parent on how to express feelings and grief, at this time. It is important to avoid antagonisms over this.

Terrence, 2013

Young Adults…

… can hardly be called children, the loss of a pet in this age group can be particularly hard. They may also have feelings of guilt for abandoning their pets when leaving home for college, work or marriage. There may have been a very close relationship with that pet since early childhood. Among other pressures experienced after the departure from home, this can add additional stress. Due to geographical distances, they are often unable to return to the family home to say goodbye to the pet or participate in family rituals associated with the loss.

Basia with Terrence, 2014

Sharing a book about the Loss of a Pet can provide comfort to a child of different age 

and opportunity for express his, her feelings.

Terrence, 2014

1. Goodbye Mousie by Robie H. Harris

(Aladdin, 2004. ISBN: 9780689871344)

http://www.amazon.com/Goodbye-Mousie-Robie-H-Harris/dp/0689871341

2. The Tenth Good Thing About Barney by Judith Viorst

(Atheneum, 1971. ISBN: 9780689206887)

http://www.amazon.com/Tenth-Good-Thing-About-Barney/dp/0689712030

3. Jasper’s Day by Marjorie Blain Parker

(Kids Can Press, 2002. ISBN: 9781550749571)

http://www.amazon.com/Jaspers-Day-Marjorie-Blain-Parker/dp/1553377648

4. Lifetimes: The Beautiful Way to Explain Death to Children by Bryan Mellonie

(Bantam, 1983. ISBN: 9780553344028)

http://www.amazon.com/Lifetimes-Beautiful-Explain-Death-Children/dp/0553344021

5. Toby by Margaret Wild

(Ticknor & Fields, 1994. ISBN: 9780395670248)

http://www.amazon.ca/Toby-Margaret-Wild/dp/0395670241

6. Saying Goodbye to Lulu by Caroline Demas

(Little, Brown and Company, 2004. ISBN: 9780316702782)

http://www.amazon.com/Saying-Goodbye-Lulu-Corinne-Demas/dp/031604749X

7. Murthy and Kate by Ellen Howard

(Aladdin, Simon & Schuster, 2007. ISBN: 9781416961574)

http://www.amazon.com/Murphy-Kate-Ellen-Howard/dp/1416961577

8. Dog Heaven by Cynthia Rylant

(Scholastic, 1995. ISBN: 9780590417013)

http://www.amazon.com/Dog-Heaven-Cynthia-Rylant/dp/0590417010

Brave New Publishing www.bravenewpub.com Editing, Marketing and Submission Consulting for the Brave New Author

TheBest Book for Teens www.aimhigh101tips.com 101 Tips to Help Teens Succeed in School & Life. Download Free eBook.

9. Jim's Dog Muffins by Miriam Cohen

(Star Bright Books, 2008. ISBN: 9781595720993)

http://www.amazon.com/Jims-Dog-Muffins-Miriam-Cohen/dp/1595721002

10. Cat Heaven by Cynthia Rylant

(Blue Sky Press, 1997. ISBN: 9780590100540)

http://www.amazon.com/Cat-Heaven-Cynthia-Rylant/dp/0590100548

Meaning of Feelings and Emotions

To teach our children how to express own Feelings and Emotions we have to understand and be able to identify them ourselves. Each of the emotion has a specific purpose and place in our life. We need happiness, sadness, anger, fear, jealousy, envy, guilt, grief, shame, and even depression every now and then. One of the biggest trick to leave a happy live is to let the emotion come and go, and to not treat it one better or more important than the other. Here they are after Karla McLaren based on her book “The Language of Emotions.”

Happiness

Happiness is a rest stop emotion. If we treat happiness as an emotion we need all the time, we’ll suffer without necessity when our other emotions arise. If all we know and all we want is happiness, we’ll tend to avoid, ignore, suppress, or mistreat our other emotions, and then we won’t be happy too often. When we work skillfully with “negative” emotions subsequently we feel happy, contented, or pleased.

Sadness

Sadness is an emotion that most of us try to avoid; nevertheless listening to sadness can help us to let go of things that don’t work, so that we can make changes in our lives and room for things that work for us. Sadness has a powerful physical component that drops us downhill - and if it stays activated for too long, it can obstruct our sleep, eating, or even our hormonal system. Just as it is with any other emotion, sadness shouldn’t be with us forever. It should do its job and move forward. Grieving is a negative emotion and much different from sadness. Grief arises not when we need to let something go, but when we have no choice about letting it go, and when we’re losing something over which we have no control. Grieving is a slow and languid process that takes its own time.

Anger

Anger is a mood state, but quite important. It helps us to set boundaries, protect our sense of self, and take our stand in the world. Anger helps us to guard our position, voice, standpoint, and individuality. Anger is a very social emotion, which brings us a great deal of energy, forcefulness, and focus. If we can understand its nuances and subtleties, we can function more intelligently in our social world. When we know we feel anger, we can make an intelligent emotional decision about what to do. We should ask ourselves a question: What must be protected or restored?  Asking the inner question can help us to direct that intensity into a healthy action.

Fear

Fear is our intuition, the emotion that tells us when change is occurring, when we need to adjust to something in our environment, and when we need to take action to avoid harm or injury. We must be aware of the fact that fear requires us to check in and figure out what we’re being alerted to. Asking a question: What action should we take? can help us to identify and work with our fear in useful way. Fear is a lifesaving emotion that primes our brain, muscles, and all of our senses for action. If our fear is stuck in a feedback loop, we may become overwhelmed and exhausted by the activation it causes.  It’s important to be able to calm our body so that we can get back into a workable relationship with our fear.

Shame and Guilt

Guilt is a concrete status; we are either guilty or not guilty, while shame is a natural emotion, a consequence of guilt and misconduct. When we didn’t do something wrong, we are not guilty. However, if we are guilty, and we want to know what to do about the fact of our guilt, then we have to learn to work with the information shame brings to us. Here is a positive aspect of shame. The practice for shame is to understand it as anger toward ourselves, which means that we can make reparation and change our behavior. This kind of shame is called “appropriate shame,” because it relates to something real and fixable. If our shame is appropriate, it will stop us from doing something we shouldn’t do, and it will help us to change our behavior and make amends. However, there is another form of shame called “applied” or “foreign” shame, which comes from shaming messages we pick up from others and incorporate into our life. Applied shame can be toxic, especially if it relates to us not being good enough, smart enough, lovable enough, etc.) In that case we need to work on a good strategy to end applied shame.

Jealousy and Envy

Even though jealousy and envy are separate emotional states they carry similar information. Jealousy arises in response to unfaithfulness or deceit in an intimate relationship, while envy arises in response to the unfair distribution of resources or recognition. Both emotions contain a mixture of boundary-protecting anger and intuitive fear. Both exist to help us to set or restore lost boundaries after they’ve assessed an authentic risk to our security or our position. On the other hand, if we suppress our jealousy and envy, we would have trouble to identify or relate to reliable companions, and we would be disrupted by our disastrous attempts to bolster our self-respect and security. Both jealousy and envy arise when we have detected a risk to our social and personal security. Shutting them down is incorrect. When we stifle our jealousy and envy, we not only lose our awareness of the situations that brought them forward, but also we lose our emotional agility, our instincts, and our ability to navigate through our social world and relationships.

To learn appropriate vocabularies go to

http://karlamclaren.com/wp-content/uploads/2010/11/Emotional-Vocabulary.pdf 

from “The Language of Emotions” by Karla McLaren

Or another choice http://www.sba.pdx.edu/faculty/mblake/448/FeelingsList.pdf

Motor Speech Disorders - Resources

Motor Speech Disorders

A collection of resources after Judith Maginnis Kuster

www.communicationdisorders.com

·   Apraxia Kids

·   Definitions of Childhood Apraxia of Speech http://www.apraxia-kids.org/library/definitions-of-childhood-apraxia-of-speech/

·   Comparison chart - apraxia, dysarthria, severe phonological disorder http://www.apraxia-kids.org/library/a-comparison-of-childhood-apraxia-of-speech-dysarthria-and-severe-phonological-disorder/

·   ASHA definition http://www.asha.org/policy/TR2007-00278/

·   Dysarthria/apraxiascreening tool

·   Cortical Thickness in Children Receiving Intensive Therapy for Idiopathic Apraxia of Speech http://promptinstitute.com/uploads/Cortical%20Thickness%20article.pdf

·   Oral-Motor resources

o  oral exercises (www.ucs.louisiana.edu/~ncr3025/roussel/codi531/oralexercise.html) - Dr. Nancye Roussel

o  Oral motor excercises by Schatze Rasmussen http://aadventurer.blogspot.com/2010/04/developing-oral-motor-skills.html  

o  Oral Motor Therapy by Caroline Bowen http://www.speech-language-therapy.com/

o  Logic, Theory and Evidence Against the Use of Non-Speech Oral Motor Exercises to Change Speech Sound Productions http://www.speech-language-therapy.com/pdf/papers/lof2006.pdf

Fluency/Stuttering - Resources

A collection of resources after Judith Maginnis Kuster

www.communicationdisorders.com

Before you start check my other posts about stuttering:

Stutteringor Disfluency?

UnderstandingStuttering

MythsAbout Stuttering

ISAD2008 Online Conference “Don’t Be Afraid of Stuttering” is freely available, but is also available for 1.5 CEU's (15 hours) or 1 semester credit. To learn how to register for the 2008 or any of the pastarchived ISAD online conferences for MSU, Mankato CEU's or college credit Open thislink

The following section is designed to provide materials, readings, and approaches to assessment and therapy for speech-language pathologists who work with people who stutter. It is not to be considered a "recipe book" to stuttering therapy, but contains resources which may be adaptable to specific clients. It is more extensive than other therapy sections because I have been building this information personally for more than ten years. Previously it was part of the Stuttering Home Page (www.stutteringhomepage.com), but it was too difficult to continue to maintain the information in two different places so it has been integrated here. If others have materials they would like to share, please contact Judy Kuster

·   Prevention Materials

o  Woody Starkweather, et. al. Stuttering Prevention:A Manual for Parents (www.mnsu.edu/comdis/kuster/Parents/starkweather.html)

o  HelpingChildren Develop Healthy Communication Attitudes PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/parentattitude.pdf) (PDF)

o  Letter to the Parentsof a Three Year Old Boy (www.mnsu.edu/comdis/kuster/gjohnson/letter3yo.html) - suggestions from Gerald Johnson

·   Diagnostic materials

o  Online stop watch (www.shodor.org/interactivate/activities/stopwatch)

o  Intake, interview, and case history forms and information

§   DiagnosticIntake Form for Preschool and School-Age Children PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/childintake.pdf)

§   DiagnosticIntake Form For Teens Who Stutter PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/adolescentintake.pdf)

§   Parent-ClinicianFluency Assessment (www.mnsu.edu/comdis/kuster/gjohnson/parentsknowbest.html) by Janice Westbrook is designed to be used in three meetings with parents of children who stutter.

§   Rating my child's stuttering, a form for parents (www.unl.edu/fluency/pdfs/parents.pdf)

§   StressorInventory Handout PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/stressorinventory.pdf)

§   Spanish Phrasingfor SLPS (www.mnsu.edu/comdis/kuster/TherapyWWW/spanish.html) - the 20 page section on stuttering from a book by Dorothy Miranda Esckelson and Adulfa Aguirre Morales, includes the yes/no questions for parents and Information/Suggestions to the Parents and Form letters.

§   ParentInterview (www.mnsu.edu/comdis/kuster/gjohnson/parentinterview.html) - suggestions from Gerald Johnson

§   TeacherChecklist for Fluency (www.mnsu.edu/comdis/kuster/TherapyWWW/checklist.html) - designed by Nina Reardon to facilitate information sharing and consultation with the teacher of a child who stutters.

§   StarbuckFluency Clinic - Case History Information Form - Adolescent/Adult Program (http://web.archive.org/web/20000607201450/http://www.geneseo.edu/~cds/CDS_Forms/Stbk_Adult_Case_Hx.pdf)

§   Risk Factors Chart (www.stutteringhelp.org/Default.aspx?tabid=111)

o  Suggestions to include in diagnostic format

§   ChildDisfluency Analysis Using 20 Questions For Testing PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/childdisfluencyanalysis.pdf)

§   DeanWilliams' Suggested Diagnostic Methods PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/deanwilliamssuggestions.pdf)

o  Sampling speech behaviors

§   DisfluencyCount Sheet PDF format from The Stuttering Center of Western Pennsylvania (PDF) (www.mnsu.edu/comdis/isad8/papers/coleman8/countsheet.pdf)

§   Sampling Speech Behaviors (www.fluencyfriday.org/realtimeanalysis.pdf) - includes Normative data by Hugo Gregory, Bloom/Cooperman's counting disfluencies Real time analysis, 300 syllable analysis form, and Timed sample form from Fluency Friday Plus - a website by Diane Games

§   online stopwatch (www.shodor.org/interactivate/activities/stopwatch/)

o  Online syllablecounter by Ulrich Natke

o  Tests of attitude

§   A-19 Scale (www.fluencyfriday.org/A19scale.pdf) and form(www.fluencyfriday.org/A19scale2.pdf) from Fluency Friday Plus - a website by Diane Games

§   Gene Bruten's Communication Attitude Test (www.unl.edu/fluency/pdfs/test.pdf) available from the University of Nebraska-Lincolnwebsite (http://www.unl.edu/fluency/clinician.shtml)

§   CAT answers (www.unl.edu/fluency/pdfs/answers.pdf)

§   CAT scoring (www.unl.edu/fluency/pdfs/CAT-A.pdf)

§   Erickson S24 Scale (www.unl.edu/fluency/pdfs/erickson) and Erickson S24 ScaleAnswers (www.unl.edu/fluency/pdfs/ericksonkey.pdf)

§   SituationalFears/Avoidance (www.fluencyfriday.org/SITUATIONAL%20FEARS.AVOIDANCE.pdf) from Fluency Friday Plus - a website by Diane Games

§   SituationalAnxiety Hierarchy (www.fluencyfriday.org/Situational%20Anxiety%20Hierarchy.pdf) from Fluency Friday Plus - a website by Diane Games

§   Social PhobiaInventory by John Davidson in Larry Molt's "Stuttering and Social Phobia (Social Anxiety Disorder): Background Information and Clinical Implications" (www.mnsu.edu/comdis/isad6/papers/molt6.html)

o  Additional diagnostic tools

§   Perceptions of Stuttering (www.stutteringevaluator.org/about.php)

§   Rating my speech (www.unl.edu/fluency/pdfs/MySpeech.pdf) a form for clinicians to use with children who stutter.

§   Rating of StutteringScale (www.fluencyfriday.org/StutteringScale.pdf) from Fluency Friday Plus - a website by Diane Games

§   CALMS Profile (http://www.unl.edu/fluency/pdfs/calms.pdf)

§   A Continuum of LinguisticallySimple to Complex Speech Tasks (www.unl.edu/fluency/pdfs/contin.pdf)

§   DavidDaly's Cluttering Inventory-R (2006) (www.mnsu.edu/comdis/isad10/papers/daly10/dalycluttering2006R.pdf)

§   The CHOPPERFluency Meter by Joseph Donaher (www.mnsu.edu/comdis/isad8/papers/donaher8/donaher8.html)

§   MeasuresOf Severity Of Stuttering PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/measuresofsevertiy.pdf)

·   Materials designed to educate children and adults about stuttering and how to recognize fluency disorders

o  Just for Kids (www.mnsu.edu/comdis/kuster/kids/kids.html) - section of Stuttering Home Page for children

o  FAQs for Kids (http://www.mnsu.edu/comdis/kuster/kids/kidfaq.html) - Frequently Asked Questions from Kids Who Stutter answered in language they can understand.

o  Some ThingsEveryone Should Know About Stuttering by Diane Games (www.mnsu.edu/comdis/isad8/papers/ppt/ppt8.html#games)

o  Stuttering:Fact or Fiction by Irv Wollman and Katrina Zeit (www.mnsu.edu/comdis/isad8/papers/ppt/ppt8.html#wollman)

o  My Story: APowerPoint Teaching Tool by Diane Games (www.mnsu.edu/comdis/isad9/papers/therapy9/games9.html)

o  StutteringJeopardy by Judy Kuster (www.mnsu.edu/comdis/isad9/papers/therapy9/kuster92.html)

o  You AreIn Control, (www.mnsu.edu/comdis/kuster/TherapyWWW/youareincontrol.pdf) a game for children who stutter, their families, and friends. This activity first appeared in STAFF, February 1992 (a newsletter from Aaron's Associates). It is reprinted here for non-commercial use only with the permission of the editor, Janice Westbrook. You will have to do some cutting and pasting to make the game board.

o  Stuttering:A Webquest (http://web.archive.org/web/20010515211829/http://www.fcps.k12.va.us/DIS/wquest/maryann/stuttering.htm) by Mary Ann Filipkowski provides thirteen questions as well as websites for exploring the answers. The student is provided with a step-by-step process and challenged to write a five paragraph paper on stuttering with at least 25 sentences.

o  Disfluency:A WebQuest for Grades 4-6 by Carolyn Wuertz. (http://usiweb.usi.edu/students/2003/v_w_x_y_z/wuertz_c/Introduction.html)

o  CatGot Your Tongue? , (http://web.archive.org/web/20030830021021/http://www.kn.pacbell.com/wired/fil/pages/webchildrensa.html) an Internet WebQuest on Children Who Stutter created by Savita Bissoondatt, Charles W. Flannigan High School with projects to help individual or groups of high school students learn about stuttering.

o  Stuttering (http://kidshealth.org/kid/feeling/emotion/stuttering.html) from KidsHealth.

o  Video

§   YouTube and Google videos

§   Stammering is no joke by Les Geddes (http://www.youtube.com/watch?v=-epHaW8nTJQ)

§   MessagesAbout Self-Help From Around The World - 20 3-minute videos of stuttering in 16 different languages (http://www.mnsu.edu/comdis/isad10/papers/videos10/videos10.html)

§   Putting Clutteringon the World Map contains an audio example of cluttering (http://www.mnsu.edu/comdis/isad10/papers/myers10.html)

§   Stuttering:For Kids, By Kids - (www.stutteringhelp.org/default.aspx?tabindex=486&tabid=496) a video produced by the Stuttering Foundation of America is freely available to view online.

§   Stuttering: StraightTalk for Teens (SFA video) (http://www.stutteringhelp.org/Default.aspx?tabid=491)

o  Audio

§   Podcast by Greg Snyder and Peter Reitzes (www.StutterTalk.com)

§   Voices - Past and Present (www.mnsu.edu/comdis/voices/voices.html)

·   Educating About The Normal Speaking Process

o  Our FirstTalk About Talking (www.mnsu.edu/comdis/kuster/TherapyWWW/ourfirsttalk.pdf)

o  How do People Talk? (www.unl.edu/fluency/howtalk.shtml) by E. Charles Healey

o  Phonetics: The Sounds of AmericanEnglish (www.uiowa.edu/~acadtech/phonetics/)

o  SpeechGuy, free sample from Therasimplicity (www.therasimplicity.com)

·   Specific treatment suggestions

o  Clinical Nuggets (www.mnsu.edu/comdis/kuster/clinicalnuggets.html) from ASHA Division 4 newsletter - for stuttering - where clinicians share their therapy ideas for working with adults and children who stutter

o  Treatingthe School-Age Stutterer (www.mnsu.edu/comdis/kuster/TherapyWWW/components/treatschoolage.html) by Peter Ramig, et. al. is a 40-page handout filled with suggestions focusing on twelve components of stuttering intervention. Also available in PDF format (www.stutteringrecovery.com/childinterv.PDF)

o  ConnieDugan's site (www.conniedugan.com) has some materials for stuttering therapy.

o  fluency therapyideas (www.mnsu.edu/comdis/kuster2/therapy/fluencyrx.html) extracted from GRNDRNDS mailing list

o  Suggestions forTreating Cluttering (www.mnsu.edu/comdis/kuster/cluttering/ddaly.html) from David Daly.

o  Working on speaking rate

§   Working on Speech Rate Program by Joseph Kalinowski and colleagues

§   MotormouthsDon't Make Sales (http://sbinfocanada.about.com/od/speakforsuccesscourse/a/speechlesson4.htm)

o  Several articles written for the InternationalStuttering Awareness Day online conferences (http://www.mnsu.edu/comdis/kuster/isadarchive/onlineconference.html) provide specific therapy ideas and suggestions.

§   School-BasedStrategies for Working with Children Who Stutter: A Positive Team Approach by Crystal S. Cooper (2000) (http://www.mnsu.edu/comdis/ISAD3/papers/ccooper.html)

§   Stuttering Therapyfor Children by Donna Cooperman and Charleen Bloom (2001) (http://www.mnsu.edu/comdis/isad4/papers/cooperman.html)

§   Stuggling And Juttering by Joseph Donaher (2000) (http://www.mnsu.edu/comdis/ISAD3/papers/donaher.html) The information from this article can be used in conjunction with John Ahlbach's Juggling-- and What It Can Do for You (http://www.mnsu.edu/comdis/kuster/kids/moretome/juggling.html)

§   A Model for ManipulatingLinguistic Complexity in Stuttering Therapy (http://www.mnsu.edu/comdis/isad4/papers/healey4.html) by E. Charles Healey, Lisa Scott Trautman, and James Panico (2001)

§   Directed Self-HelpStuttering Therapy With A Motivated Teenage Boy, Predominantly By Email by Gerald Johnson and Eric (2001). (http://www.mnsu.edu/comdis/isad4/papers/johnson2.html)

§   Working With Kids whoStutter in After-School and Summer Camp Groups (http://www.mnsu.edu/comdis/ISAD3/papers/sable.html) by Julie Sable (2000)

§   Using the Internetwith Children Who Stutter by Lynne Shields (2000). (http://www.mnsu.edu/comdis/ISAD3/papers/shields2.html)

o  InterruptionsChart PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/2004%20Interruptions%20Chart.htm)

o  "Bucket"Analogy Handout PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/bucket.pdf)

o  CommunicationWellness Handout PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/communicationwell.pdf)

o  HomeCharting Exercise PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/homecharting.pdf)

o  EasyTalking Practice PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/easytalking.pdf)

o  ModifyingQuestions Handout PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/modifyingquestion.pdf)

o  CommunicationModification Refresher PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/communicationmod.pdf)

o  TreatingSchool-Age Children Who Stutter: Objectives and Activities a powerpoint and handout with lots of therapy ideas by Craig Coleman, Rebecca Roccon, and Amy Zerhusen (www.mnsu.edu/comdis/isad8/papers/ppt/ppt8.html#coleman)

o  DirectIntervention With Preschool Children: Altering The Child's Talking Behaviors PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/directinterventionforps.pdf)

o  FluencyEnhancing Therapy For Preschool Children PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/fluencyenhancingrx.pdf)

o  StrategiesFor Some Children Ages 6-8 Years PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/strategiesforchildren6-8.pdf)

o  TherapyPlan For Many Preschool Children: Stuttering Plus Other Speech/LanguageProblems PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/therapyplanwithlang.pdf)

o  TherapyPlan For Many Preschool Children Who Stutter PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/therapyplanmany.pdf)

o  StutteringSurvey For Desensitization Work PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/stutteringsurvey.pdf)

o  EncouragingSpontaneous Speech from a Dysfluent Child - Super Duper Handy Handout Number 48, in PDF format. (www.superduperinc.com/handouts/PDFs/48Encouraging%20Spontaneous%20S.pdf)

o  From the British Stammering Association, an article, Facing theAuthorities by Stuart Ford, Ron Kennedy and Carl Robison (www.stammering.org/facing_authorities.html) about a workshop who aim was for participants to practice "newly acquired communication skills by 'acting out' stressful situations with the authority figures who were not actors but volunteers from real life."

o  Self & DoubleCharting: A Self-Monitoring Strategy for School-Age Children Who Stutter by Kristen Chmela (www.mnsu.edu/comdis/isad9/papers/chmela9.html)

o  FluencyYahtzee: A Game of Choice by Ellen Bennett (www.mnsu.edu/comdis/isad9/papers/therapy9/bennett9.html)

o  InternetBlogging in Stuttering Treatment by Craig Coleman (www.mnsu.edu/comdis/isad9/papers/therapy9/coleman9.html)

o  A Family ActivityTo Address The Problem Of Interruptions by Erin Dyer (www.mnsu.edu/comdis/isad9/papers/therapy9/dyer9.html)

o  Jock Transfer by Dale Williams (www.mnsu.edu/comdis/isad9/papers/therapy9/williams9.html)

o  Usingessays in therapy by Dale Williams

·   Group activities and workshops

o  Ice Breakers

§   Icebreakers, Warmups,Energizers, & "Deinhibitizers" (www.wilderdom.com/games/Icebreakers.html)

§   Icebreakers fromgroup-games.com (www.group-games.com/category/ice-breakers/)

§   Name Games & Get to KnowEach Other Activities (www.wilderdom.com/games/NameGames.html)

o  Activity Ideas from Fluency Friday Plus (www.fluencyfriday.org/)

§   Activitiesfor Fluency Fridays

§   AdditionalActivities

o  Organizing YourWorkshop (www.mnsu.edu/comdis/kuster/workshop/intro.html) a practical guide to organizing a local or regional workshop for Children Who Stutter, compiled by Michael Sugarman.

o  CelebratingMe/Taming The Speech Monster Workshop (www.mnsu.edu/comdis/kuster/TherapyWWW/reedworkshop.html) - ideas for a day-long workshop for children who stutter by Lucy Reed.

o  Jokes (http://thinks.com/jokes/index.htm)

o  The Chicken and the Alligators - or - How to Facilitate a Support Group Meeting (http://www.mnsu.edu/comdis/isad4/papers/hicks2.html) by Russ Hicks (2001) provides several group meeting ideas

o  MyFavorite Activity for Stuttering Therapy: Lost at Sea Gary Rentschler (www.mnsu.edu/comdis/isad9/papers/therapy9/rentschler9.html)

o  SpeakingFreely (www.mnsu.edu/comdis/kuster/TherapyWWW/speakingcircles.html) by John C. Harrison.

o  NSA Chapter MeetingActivity (www.mnsu.edu/comdis/kuster/TherapyWWW/croll.html) designed by Angus Croll from the San Francisco chapter.

o  StutteringWord Find by Tanya Banks can be adapted for a group meeting - find the words and discuss what they mean to you. Additional word search activities can be developed using the word search generators listed on this page.

o  Support Group Activities collected by Judy Kuster's Undergraduate Class in Fluency Disorders and submitted by many people from support groups (www.mnsu.edu/comdis/isad8/papers/kuster8.html)

o  InternationalStuttering Support Group Project by Michael Sugarman (www.mnsu.edu/comdis/isad8/papers/sugarman8.html)

o  FRIENDS &Family Day: One-Day Workshop for Supporting Children Who Stutter & TheirFamilies by Lynne Shields, Susan Short, Ro Ostergaard, Lee Caggiano, and Bill Shannon (www.mnsu.edu/comdis/isad7/papers/shields7.html)

o  A GroupTherapy Experience for Adults Who Stutter a powerpoint by Ken St. Louis (www.mnsu.edu/comdis/isad10/papers/therapy10/stlouis.ppt)

·   Special Challenges: Self-esteem/Working on Attitudes and Feelings

o  I Am Special Book to print out. (www.alphabet-soup.net/me/specialbook.html)

·   Teasing and Bullying

o  Dealing withTeasing - (http://www.mnsu.edu/comdis/kuster/kids/kids.html#teasing) an internet site where children have shared how they have been teased, how they feel when they are teased, and what they do when they are teased. Clinicians have used this site in therapy to help children open up about being teased and to brainstorm some ways they might handle being teased.

o  BullyingActivity (http://www.bullying411.com/gamesFun/images/Fortune%20Teller.gif)

o  Four papers from ISAD online conferences are available with excellent information about dealing with bullying and teasing.

§   AnInterview with Caroline: You can do something about teasing! by Lynne Shields & Caroline L. (2002) (http://www.mnsu.edu/comdis/isad5/papers/shields/shields2.html)

§   Helping ChildrenDeal with Teasing and Bullying by Marilyn Langevin (2001) (http://www.mnsu.edu/comdis/isad4/papers/langevin.html)

§   What Parents Can Do ForYour Child When He Is Being Teased For Stuttering by Gail Wilson Lew (2000) (http://www.mnsu.edu/comdis/ISAD3/papers/lew.html)

§   Speech PathologistsCan Help Children Who Are Teased Because They Stutter by Bill Murphy. (2000) (http://www.mnsu.edu/comdis/ISAD3/papers/murphy.html)

o  Connie Dugan's book review and application to a client of TheMeanest Thing to Say (www.mnsu.edu/comdis/kuster/TherapyWWW/dugan.html) by Bill Cosby.

o  Connie Dugan's "Teasing Inventory"in html (www.mnsu.edu/comdis/kuster2/therapy/teasinginventory.html) or PDF format (www.mnsu.edu/comdis/kuster2/therapy/teasinginventory.html).

o  Trouble atRecess - free download from the Stuttering Foundation about being teased.

·   Dealing with feelings about stuttering

o  Teasing fromkids for kids (www.mnsu.edu/comdis/kuster/kids/kids.html#teasing) - how I've been teased, how I feel when I'm teased, and what I can say or do when I get teased.

o  Galleryof Childrens' Art (www.mnsu.edu/comdis/ISAD3/papers/gallery/albumindex.html) about stuttering. When words aren't enough, it has been suggested that children draw pictures to express themselves. This "gallery" contains over 50 pictures of stuttering drawn by children and teens. Other pictures are welcome.

o  Making My OwnWay: Empowering Children Who Stutter - by Jackie Biagini and Judy Butler, (http://www.mnsu.edu/comdis/kuster/TherapyWWW/butler.pdf) is a workbook "designed to foster trust, self-confidence, and interpersonal communication skills with set goals and a plan to achieve them." . Use of this manual is explained in an article by Butler and Biagini, JournalWriting for Children Who Stutter (http://www.mnsu.edu/comdis/ISAD3/papers/butler.html)

o  Stutteringis Okay by Luc Tielens and Timothy (www.mnsu.edu/comdis/isad9/papers/therapy9/tielens9.html)

o  DearAbby Letters: Talking Openly About Stuttering by Peter Reitzes (www.mnsu.edu/comdis/isad9/papers/therapy9/reitzes29.html)

o  Bill Murphy, "EmpoweringChildren Who Stutter: Reducing Shame, Guilt and Anxiety (www.mnsu.edu/comdis/kuster/TherapyWWW/murphy.html) This material was originally presented as a session at the ASHA convention, Seattle, WA, 1996.

o  A ConversationWith My Stutter (www.mnsu.edu/comdis/kuster/casestudy/eldridge.html) by Kevin Eldridge.

·   Children And Teens Who Stutter Connect With Others Who Stutter .

o  The Stuttering Home Page provides opportunities for children to become "key pals" with others who stutter. Names of children are added to the keypals page with parental permission. Key Pals/Pen Pals for children (www.mnsu.edu/comdis/kuster/kids/kids.html#key).

o  There are at least two online discussion forums designed specifically for teens who stutter. They may or may not be very active.

§   NSA-Teens is a "virtual chapter" for teens in the National Stuttering Association. It consists of both email broadcasts and text chat. It is restricted to members of the National Stuttering Association. Contact Russ Hicks at russhicks@mail.com for further information.

§   WORDFREE@LISTSERV.TEMPLE.EDU is a small and inactive mailing list designed for people under the age of 20. Members can read what others talk about or join in any discussion. It is functional and has potential to serve teens who stutter. To join, email the following message to listserv@listserv.temple.edu subscribe wordfree yourfirstname yourlastname.

§   The Real World ofJobs (www.mnsu.edu/comdis/kuster/kids/teens.html#jobs)

o  ISAD Online Conferences may be a place for clients to ask questions (from October 1-22). The conferences are linked to the Stuttering Home Page. (www.stutteringhomepage.com). The ISAD3 Online Conference (www.mnsu.edu/comdis/ISAD3/isadcon3.html) and ISAD8 Online Conference (www.mnsu.edu/comdis/isad8/isadcon8.html) focused on children who stutter. They are freely accessible to anyone and have papers for clinicians, parents, teachers, and even for children who stutter.

·   Enhancing self esteem

o  Presentations in the Classroom

§   John Ahlbach, a high school teacher who stutters, has written a Stuttering PresentationGuide (www.mnsu.edu/comdis/kuster/kids/ahlbachguide.html)

§   stuttering awareness game (www.quia.com/cb/2807.html) - created on QUIA by Tammy Bryant-McMillin uses facts, myths, etc. about stuttering

§   Stuttering Jeopardy (www.mnsu.edu/comdis/kuster/kids/jeopardy.html) - a PowerPoint activity to be used as is or adapted to help people learn about stuttering.

§   Tom Kehoe's ScienceFair Projects for students who stutter (www.mnsu.edu/comdis/kuster/kids/scienceexperiments.html)

§   HelpingChildren Who Stutter Become Their Own Advocates (www.mnsu.edu/comdis/kuster/therapypics/pictures.html) - reproducible pictures that can be used to assist children in explaining stuttering to their parents, teachers, and classmates

§   Class visits for children whostutter (www.unl.edu/fluency/class.shtml) by Bill Murphy

§   Sample Projects by Kids Who Stutter

§   A Playabout Stuttering (www.mnsu.edu/comdis/kuster/kids/goodstuff/valerieplay.html) by a 4th grader named Valerie

§   Allison'sPlay about Stuttering by Allison, age 9 (www.mnsu.edu/comdis/kuster/kids/goodstuff/allison.html)

§   My StutteringWeb Page by John, 4th grade (http://www.mnsu.edu/comdis/kuster/kids/goodstuff/john.html)

§   Stuttering a hypercard program by Tim, 5th grade (http://www.mnsu.edu/comdis/kuster/kids/goodstuff/tim.html)

§   CreatingStories About Our Herosby Judy Butler and Marybeth Allen

§   MySixth-Grade Classroom Presentation on Stuttering by Autumn Williams and Joanie Cahalan

§   APowerPoint Presentation for my Class by Joseph Bates

·   Supplemental materials

o  Posters

§   Everyone's Differentand Th-Th-That's Good Folks (www.mnsu.edu/comdis/kuster/kids/gifs/folks.html) - from Warner Bros.

§   Danger SignsPoster (www.mnsu.edu/comdis/kuster/gjohnson/dangersigns1.html) - by Gerald Johnson, for kids who stutter

o  Online Books and Stories for Children

§   Changingthe Words Around by Alan Badmington (Wales, UK) and illustrated by Christine Badgett-Richards (England, UK

§   Everyone'sDifferent by Alan Badmington (Wales, UK)

§   TheCracked Jar

§   SometimesI Just Stutter (www.stutteringhelp.org/Portals/english/sometimes_stutter.pdf) by Eelco de Geus

§   Jeremyand the Hippo: A Boy's Struggle with Stuttering (www.mnsu.edu/comdis/ISAD3/papers/jeremybook/jeremy1.html) by Gail Wilson Lew

§   Shapiro, David, A WayThrough the Forest: One Boy's Story With a Happy Ending (1995) (http://www.mnsu.edu/comdis/kuster/PWSspeak/shapiro.html)

§   Boo Goodnight toHalloween (www.mnsu.edu/comdis/kuster/kids/boo/index.html) by by Tracy Harrison

§   Our FirstTalk About Talking is a six page booklet, with pictures children can color. (www.mnsu.edu/comdis/kuster/TherapyWWW/ourfirsttalk.pdf)

§   FunnyBunny's Better Ideas, (www.mnsu.edu/comdis/kuster/TherapyWWW/funnybunny.pdf) a 4-page "story" with many suggestions for children who stutter. This story first appeared in STAFF, March 1992 (a newsletter from Aaron's Associates). It is reprinted here for non-commercial use only with the permission of the editor, Janice Westbrook. You must have Adobe's Free Acrobat Reader. You can download it at http://www.adobe.com/products/acrobat/readstep.html

o  Materials for Teachers of Children Who Stutter

There is a wealth of materials to help teachers understand stuttering and the special needs of students in their classroom who stutter. The materials listed are of varying lengths, and can be matched to the interest and information needs of the teacher.

§   LaBlance, G.; Steckol, K.; and Smith, V. (1994) Stuttering: TheRole of the Classroom Teacher. (http://www.mnsu.edu/comdis/kuster/InfoPWDS/lablance.html)

§   Mazzuca-Peter, Julie, TheStudent Who Stutters - Teachers' Guide (http://www.mnsu.edu/comdis/kuster/InfoPWDS/studentwhostutters.html)

§   Ramig, Peter, To The Teacher OfThe Nonfluent Child (http://stutteringrecovery.com/teacher.html) also available here>(http://www.mnsu.edu/comdis/kuster/InfoPWDS/Ramig2.html)

§   Rind,E. and Rind, P., The Stutterer In The Classroom: A Guide for the Teacher - from the Stuttering Resource Foundation. Formerly available in booklet form. Now available online. (http://www.mnsu.edu/comdis/kuster/InfoPWDS/Classroom.html)

§   Brenda Zenorini has developed a lesson plan to explain stuttering disorders with suggestions for teachers and parents (web.archive.org/web/20041028101150/http://udel.edu/~16641/stutteringlink.htm)

§   STUTTERINGAT A GLANCE: Information for Teachers PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/teacherinfo.pdf)

§   FluencyInformation For The Teacher PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/fluencyinfoteacher.pdf)

§   SomeSuggestions For Teachers For Managing Students Who Stutter PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/somesuggestionsteachers.pdf)

§   BSA's Information for Teachers (www.stammering.org/teachers_info.html)

§   Stuttering:Straight Talk for Teachers -SFA video and book (http://www.stutteringhelp.org/Default.aspx?tabid=519)

o  Materials for Parents

All of the suggestions below contain excellent information for parents of children who stutter. The clinician is encouraged to study what is available and match it to the needs of the family.

§   Stephen Hood, HelpingChildren Talk Fluently: Suggestions For Parents (http://www.mnsu.edu/comdis/kuster/Parents/Parentsinfo.html)

§   Julie Mazzuca-Peter, The ChildWho Stutters: a Parents' Guide (http://www.mnsu.edu/comdis/kuster/Parents/childwhostutters.html)

§   Peter Ramig, To The Parents OfThe Nonfluent Child (http://stutteringrecovery.com/parent.html) "> also available here (http://www.mnsu.edu/comdis/kuster/Parents/ramigparents.html)

§   Woody Starkweather, et. al. StutteringPrevention: A Manual for Parents (http://www.mnsu.edu/comdis/kuster/Parents/starkweather.html)

§   How Parents andProfessionals Can Help the Stuttering Child (www.mnsu.edu/comdis/kuster/Parents/shine.html) by Richard Shine, Ph.D.

§   EnvironmentalReorganization For Children Who Stutter (www.mnsu.edu/comdis/kuster/gjohnson/envreorg.html) by Gerald and Maxine Johnson

§   What is Stuttering by ASHA (http://www.asha.org/public/speech/disorders/stuttering.htm)

§   Stuttering Foundation of America Downloadable brochure(http://www.stutteringhelp.org/download/iytycis.pdf)

§   Translationsof Two Stuttering Foundation Brochures - information for people from other cultures (www.mnsu.edu/comdis/isad10/papers/translation10/translation10.html) 6 Tips For Speaking With Someone Who Stutters - in English, Dutch, French, Russian, German, Bulgarian, Norwegian, Icelandic, Japanese, Albanian, Danish, Hebrew, Czech, Portuguese, Napalese, Chinese, Hindi, Spanish, Korean 7 Ways to Help the Child Who Stutters - in English, Dutch, French, Russian, German, Bulgarian, Norwegian, Icelandic, Japanese, Albanian, Danish, Hebrew, Czech, Portuguese, Nepalese, Chinese, Hindi, Korean

§   Informationfor Parents of Preschool Children Who Stutter PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/parentinfo.pdf)

§   BSA's Parents of School-AgeChildren (www.stammering.org/parents_info.html)

§   BSA's The first time... How do Istart a conversation with my child about stammering? (http://www.stammering.org/first_time.html)

§   Stuttering and Your Child: Help for Parents (SFA video) - English (www.stutteringhelp.org/Default.aspx?tabid=492) - Spanish (www.stutteringhelp.org/Default.aspx?tabid=536)

§   Suggestionsfor Families of Young Children Who Stutter PDF format from The Stuttering Center of Western Pennsylvania (www.mnsu.edu/comdis/isad8/papers/coleman8/suggestionsfam.pdf)

§   A Guide ForParents Of Children Who Stutter (NSA information)

§   ChildManagement For Parents PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/childmanagementforparents.pdf)

§   GuidelinesFor Living With A Busy Child PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/guidelinesforliving.pdf)

§   The Top Ten "ToDo" List for parent of preschool children PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/nsaps.pdf)

§   The Top10" List For Teens PDF format from Judith Eckhardt (http://www.mnsu.edu/comdis/isad7/papers/eckhardt7/nsateens.pdf)

§   ParentInformation For Preschool Children Who Stutter PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/parentinfo.pdf)

§   Ways ToBuild Your Child's Self-Esteem PDF format from Judith Eckhardt (www.mnsu.edu/comdis/isad7/papers/eckhardt7/waystobuild.pdf)