speech impairment eligibility fluency

8/10/2019 Speech Impairment Eligibility Fluency

http://slidepdf.com/reader/full/speech-impairment-eligibility-fluency 1/51

FLUENCY

ELIGIBILITY

GUIDELINES

MARBLE FALLS ISD

2008

Marble Falls ISD Fluency Eligibility, 2008



FLUENCY ELIGIBILIY M!NU!L!BLE "F C"NENS

I# In-service Materials

!# In$%r&ati%n $%r 'arents, Caregi(ers, an) eac*ers

B# 're+e$erral C%nsi)erati%ns an) Inter(enti%n ec%&&en)ati%ns

II !re-re"erral Data

!# Fluency Eligibility Ste- by Ste-

B# Fluency C%ncern Fl%. C*art

C# 'arent "bser(ati%n %$ Fluency C%ncerns /Englis* an) S-anis*

D# eac*er "bser(ati%n %$ Fluency C%ncerns

III Eval#ati$n

!# Fluency E(aluati%n Fl%. C*artB# Instructi%ns $%r N%r&+e$erence) E(aluati%n

1# !ssess&ent %$ t*e C*il)s E3-eriences %$ Stuttering /!CES

C# Descri-ti%ns $%r Criteri%n+e$erence Measures

1# !+14 Scale $%r C*il)ren 5*% Stutter

2# Scale $%r ating Se(erity %$ Stuttering

D# In$%r&al Fluency E(aluati%n 'r%ce)ures

E# 6%. t% C%unt Dis$luenciesF# SL' Fluency "bser(ati%n C*ec7listG# Cultural C%nsi)erati%ns

I% Deter&inin' Eli'i(ilit)

!# Fluency Eligibility CriteriaB# Fluency Eligibility C*ec7list

1# Y%unger t*an !ge

2# Sc*%%l !ge C*il)ren / ycars9C# Fluency Eligibility e&-late

1# Y%unger t*an !ge 2# "l)er t*an !ge

D# e-%rting E(aluati%n In$%r&ati%nE# Deter&ining E)ucati%nal Nee)

1# I&-act %$ a Fluency Dis%r)er

2# E:S elate) t% Fluency

;# Re*$rt +ritin',IE! Devel$*&ent

!# Sa&-le e-%rtsB# G%als<"b=ecti(es

C# Dis&issal Criteria

;I# !--en)i3

!# es%urcesB# e$erences




I In-service Materials

!# Legal e$erence $%r 're+re$erral C%nsi)erati%ns

B# In$%r&ati%n $%r 'arents, Caregi(ers an) eac*ers

C# 're+re$erral C%nsi)erati%ns an) Inter(enti%nec%&&en)ati%ns




INFRMATIN FR !ARENTS. GUARDIANS. AND TEAC/ERS

5*at Is Stuttering>

Stuttering is a c%&-le3 )is%r)er in(%l(ing interacti%ns a&%ng .*at t*e c*il) )%es, *%. *e $eels, an) .*at *e

t*in7s /Bennett, 200?@ S&it* A :elly, 144# *e c*il) &ig*t *a(e brea7s in t*e $%r.ar) $l%. %$ s-eec*,

suc* as re-eating a s%un) %r syllable %$ a .%r), stretc*ing t*e beginning s%un), %r being unable t% say a .%r)

at all /Guitar, 1448# *e c*il) &ay begin t% a(%i) an) $ear s-ea7ing@ e3-ress $rustrati%n at being unable t%

tal7@ %r use %t*er be*a(i%rs t% *el- get s-eec* &%(ing, suc* as blin7ing *is eyes, n%))ing *is *ea), %r

sta&-ing *is $%%t# *e c*il) &ay e3-ress *is t*%ug*ts t*r%ug* uesti%ns %r c%&&ents suc* as 5*y cant I

tal7> %r My &%ut* is br%7en# N%t all c*il)ren .ill e3*ibit negati(e $eelings %r t*%ug*ts ab%ut t*eir

s-eec*# !s t*e )is%r)er -r%gresses, t*e li7eli*%%) %$ )e(el%-ing negati(e attitu)es t%.ar) c%&&unicati%n

increases /;anryc7eg*e& A Brutten, 144#

Causes %$ Stuttering

*e cause %$ stuttering is still un7n%.n@ *%.e(er, stuttering a--ears t% be -*ysical, rat*er t*an -syc*%l%gical )is%r)er# *ere are se(eral $act%rs t*at &ay in$luence t*e )e(el%-&ent %$ stuttering in

c*il)ren ! $a&ily *ist%ry %$ stuttering, gen)er, age at t*e ti&e %$ %nset, an)<%r t*e -resence %$ %t*er s-eec*

an)<%r language )is%r)ers /C%nture, 2001@ Felsen$el), 1448@ L%u7%, E).ar)s, A C%nture, 1440@ Yairi,

144@ Yairi A !&br%se, 200#

Is My C*il) at is7 $%r Stuttering>

Many c*il)ren bet.een t*e ages %$ 18 &%nt*s t% years %$ age g% t*r%ug* -eri%)s %$ )e(el%-&entaln%n$luency as t*eir language s7ills are e3-an)ing# y-ically n%r&al n%n$luency is c*aracterie) byinter=ecti%ns an) .*%le .%r) an) -*rase re-etiti%ns# y-ically c*il)ren g%ing t*r%ug* t*ese )e(el%-&ental -eri%)s are relati(ely una.are %$ t*e )is$luencies an) )% n%t e3-ress any c%ncerns ab%ut t*eir tal7ing#

I$ y%ur c*il) *as brea7s in $luency suc* as re-etiti%ns, -r%l%ngati%ns an) bl%c7s, struggles .*en trying t%tal7, a(%i)s certain s%cial %r aca)e&ic situati%ns )ue t% s-eec*, *e &ay be at ris7 $%r stuttering %r %t*er)is%r)ers %$ $luency# *e $%ll%.ing is a list %$ -%ssible ris7 $act%rs

Fa&ily *ist%ry %$ stuttering /Felsen$el), 1448@

Male /Yairi A !&br%se, 200@

Dis$luency -resent $%r a year %r &%re /Yairi, 144@

Nu&ber %$ re-etiti%ns increases )ra&atically %(er a s*%rt -eri%) %$ ti&e /Yairi, 144

N%ticeable increase in l%u)ness %r -itc* )uring &%&ents %$ n%n$luency /Bennett, 200?@ 'resence %$ clustering /&%re t*an %ne ty-e %$ )is$luency %n a single .%r), suc* as &a &a &

&ay I *a(e a c%%7ie> /LaSalle A C%nture, 144

Greater t*an t*ree iterati%ns -er )is$luent e-is%)e /t*e nu&ber %$ ti&es a s%un) %r syllable is

-r%)uce), suc* as ba ba ball H t.% iterati%ns .*ereas ba ba ba ball H t*ree iterati%ns /!&br%se A

Yairi, 144

;isible signs %$ struggle an) a.areness /Yairi A !&br%se, 200@ an)




'resence %$ %t*er s-eec* an) language )is%r)ers /L%u7%, E).ar)s, A C%nture, 1440#




!RE-REFERRAL CNSIDERATINS AND INTER%ENTIN

RECMMENDATINS

*e $%ll%.ing suggesti%ns &ay be gi(en t% classr%%& teac*ers, -arents an)<%r

guar)ians as

rec%&&en)ati%ns -ri%r t% re$erral $%r a Full an) In)i(i)ual E(aluati%n $%r

S-ecial E)ucati%n Ser(ices# *e

SL' s*%ul) c*ec7 $%r le(el %$ un)erstan)ing %$ eac* rec%&&en)ati%n t*r%ug*

t*e sc*%%l re$erral c%&&ittee&eeting#

Stu)entDate %$ Birt1

'ers%n es-%nsible Date %$ Meeting

C$nsierati$n $r Rec$&&enati$n1 Dates %$

!tte&-ts

S-eci$ic es

1# Deter&ine i$ &%re t*an %ne language is s-%7en in t*e *%&e an) i$ )iele(el %$ $luency (aries )e-en)ing u-%n t*e language use)#

2# Discuss t*e c*aracteristics an) ris7 $act%rs $%r t*e )e(el%-&ent %$$luency )is%r)ers .it* t*e -arent/s an) teac*er#

J# Deter&ine i$ t*e stu)ent *a) -re(i%usly recei(e) ser(ices $%r a$luency )is%r)er#

K# *e teac*er &ay tal7 .it* t*e stu)ent an)<%r t*e stu)ents

-arents<guar)ian ab%ut t*e stu)ents c%&&unicati%n )i$$iculties an) as7*%. t% *el- t*e stu)ent c%&&unicate &%re easily in t*e classr%%&#

# *e teac*er &ay &a7e acc%&&%)ati%ns in t*e classr%%& base) %nin-ut $r%& t*e stu)ent an) -arent# F%r e3a&-le, t*e teac*er &ay gi(et*e stu)ent e3tra ti&e t% res-%n), a(%i) $inis*ing t*e stu)entssentences, an) call %n t*e stu)ent .*en t*e )esire t% res-%n) *as beenn%te)#

?# *e teac*er &ay c%nsult .it* t*e s-eec*+language -at*%l%gist regar)ing rec%&&en)ati%ns t% su--%rt t*e stu)ents c%&&unicati%n in

t*e classr%%&#

# *e teac*er re-%rts bac7 t% t*e c%&&ittee %n .*ic* acc%&&%)ati%ns*a(e been *el-$ul an) $urt*er rec%&&en)ati%ns are &a)e base) %n t*isin$%r&ati%n#

!))iti%nal C%&&ents




II# 're+e$erral Data

!# Fluency Eligibility Ste- by Ste-

B# Fluency C%ncern Fl%. C*art

C# 'arent "bser(ati%n %$ Fluency C%ncerns /Englis* an)S-anis*

D# eac*er "bser(ati%n %$ Fluency C%ncerns




Fl#enc) Eli'i(ilit) Ste*-()-Ste*

1 eac*er %r -arent brings articulati%n c%ncerns t% S-eec* Language 'at*%l%gist,%r sc*e)ules stu)ent $%r )iscussi%n %$ c%ncerns by t*e Ca&-us Su--%rt ea& /CS

2 S-eec* Language 'at*%l%gist rec%&&en)s t% -arent t% )iscuss c%ncerns .it* teac*er,%r rec%&&en)s t*at teac*er bring *is<*er c%ncerns t% -arent an) CS $%r

c%nsi)erati%n#

J 'arent an) teac*er c%&-lete in$%r&ati%n %n stu)ent t% bring t% t*e CS &eeting# *isin$%r&ati%n s*%ul) inclu)e (isi%n an) *earing screening, -arent an) teac*er in$%r&ati%n/inclu)ing 6%&e Language, 'arent an) eac*er "bser(ati%n %$ Fluency C%ncerns#

K CS )iscusses c%ncerns %$ -arent an)<%r teac*er an)

a suggests rec%&&en)ati%ns $%r -re+re$erral inter(enti%n by teac*er an) -arent,%r

b as7s $%r a s-eec*<language screening by t*e s-eec* -at*%l%gist# C%nsent by a -arent &ust

be %btaine)# %r c &a7es a re$erral $%r s-ecial e)ucati%n e(aluati%n i$ t*e stu)ent *as an %b(i%us )isability#

In t*e case %$ K+a#, t*e CS rec%n(enes a$ter t*e rec%&&en)e) -re+re$erral inter(enti%nti&e an) )eter&ines $r%& )ata c%llecte) i$ re$erral $%r a $ull an) in)i(i)ual e(aluati%n $%r t*estu)ent is t*en rec%&&en)e) %r i$ suggesti%ns *a(e been success$ul#

In t*e case %$ K+b#1# S-eec* t*era-ist screens using in$%r&al $luency e(aluati%n -r%ce)ures# S-eec*

t*era-ist re-%rts t% CS, rec%&&en)ing eit*er classr%%& inter(enti%ns /tl %r

re$erral t% s-ecial e)ucati%n#

I$ a re$erral is initiate), t*e c%unsel%r .ill c%&-lete initial re$erral -a-er.%r7# Gui)e t% t*e!)&issi%n, e(ie. an) Dis&issal 'r%cess is gi(en t% -arents al%ng .it* N%tice %$ 'r%ce)uralSa$eguar)s# N%tice an) C%nsent $%r t*e Full an) In)i(i)ual E(aluati%n are %btaine)#

? S-eec* Language 'at*%l%gist c%&-letes stan)ar)ie) testing an)<%r criteri%n re$erence)&easures#

S-eec* Language 'at*%l%gist .rites Full an) In)i(i)ual E(aluati%n e-%rt .*ic* inclu)essu--%rt $%r a rec%&&en)ati%n $%r eligibility .it* in$%r&ati%n regar)ing e)ucati%nal nee) %r

su--%rt $%r a rec%&&en)ati%n $%r n%n+eligibility#

8 S-eec* Language 'at*%l%gist &a7es rec%&&en)ati%ns $%r c%&&unicati%n inter(enti%n .it*suggesti%ns $%r g%als an) %b=ecti(es#

4 S-eec* Language 'at*%l%gist an)<%r E(aluati%n S-ecialist calls !)&issi%n, e(ie. an)Dis&issal &eeting t% re(ie. t*e Full an) In)i(i)ual E(aluati%n re-%rt#




Fl#enc) C$ncern Fl$3 Cart


'arent an) eac*er Language Sur(eys,

6ealt* In$%r&ati%n Gat*ere)

Ca&-us Su--%rt ea& Meets General E)ucati%n

Inter(enti%ns May Be ec%&&en)e)

Inter(enti%ns

Success$ul

S-ecial

E)ucati%n

e$erral N%t

In)icate)

Begin E(aluati%n'r%cess

S-ecial E)ucati%n e$erral Initiate)

'lan E(aluati%n Deter&ine !ssess&ent

'r%ce)ures

Inter(enti%ns

Unsuccess$ul

'arent an)<%r

eac*er

E3-ress C%ncern

.it* Fluency S7ills

C*il) 'resents5it* an

"b(i%us Disability



!arent (servati$n $" Fl#enc) C$ncerns

Stu)ents Na&e Date %$ Birt*

eac*ers Na&e Date

Please complete the following form to the best of your knowledge. Information you provide will greatly assist us in the pre-referral/evaluation process.

1# !t .*at age )i) y%ur c*il) begin *a(ing )i$$iculty s-ea7ing s&%%t*ly>

2# D%es any%ne else in t*e $a&ily stutter>YES N" I$ yes, list bel%.

J# 6as y%u c*il)s s-eec* c*ange) since t*at ti&e>YES N" I$ yes, )escribe

K# D%es y%u c*il) *a(e )i$$iculty saying any s%un)s in -articular> I$ yes, )escribe

# D%es y%ur c*il)s )i$$iculty s-ea7ing see& t% c%&e an) g%> I$ yes, )escribe

?# D% strangers *a(e )i$$iculty un)erstan)ing y%ur c*il)s s-eec* YES N"

# D% y%u $eel y%ur c*il) is a.are %$ *is s-eec* )i$$iculties YES N"

8# I$ y%ur c*il) in enr%lle) in s-eec* t*era-y, .*at .%ul) y%ur g%als be $%r *i&>

4# 5*at s-eci$ic uesti%ns %r c%ncerns )% y%u *a(e ab%ut y%ur c*il)s c%&&unicati%n

s7ills>



Please check all that apply to the student’s speech:

□ S*%.s (isible signs %$ $rustrati%n, suc* as getting angry, u-set, %r an3i%us )uring<a$ter )is$luency an) &ay

e(en a(%i) tal7ing#

□ !(%i)s situati%ns in .*ic* teasing %r e&barrass&ent &ay %ccur

□ Dis$luency ten)s t% c%&e an) g%

□ 're$ers t% use gestures %r .ritten c%&&unicati%n )ue t% )i$$iculties .it* s-eec*

□ Dis$luency a--ears t% be a$$ecting sel$+estee& an) attitu)e t%.ar) sel$ □ Dis$luent s-eec* causes negati(e reacti%ns $r%& listener

□ 5*%le .%r) %r -*rase re-etiti%ns

o E3a&-les Can can can .e g% t% t*e -art> %r Can .e can .e g% t% t*e -ar7>

□ S%un) %r syllable re-etiti%ns

o E3a&-les 5 .+ .*en can .e g% t% t*e -ar7> %r 5*e .*e .*en can .e g% t% t*e

-ar7>□ S%un) 'r%l%ngati%ns

o E3a&-le LeeeeeetOs g% t% t*e -ar7P

□ Bl%c7s /n% s%un) is -r%)uce) $%r a l%ng -eri%) %$ ti&e

o E3a&-le I .ant t% g% t% t*e QQQ-ar7#

□ Inter=ecti%ns

o E3a&-le I .ant t% u* u* u* g% t% t*e -ar7#

□ !(%i)s eye c%ntact .*ile s-ea7ing

□ Sec%n)ary c*aracteristics are -resent .*ile s-ea7ing

o E3a&-les eye blin7s, *an) %r $%%t &%(e&ents, $acial gri&aces

□ S.itc*es %ne .%r) %r -*rase $%r an%t*er

□ !ss%ciate) language, (%ice uali$y /c*anges in -itc* %r l%u)ness, articulati%n c%ncerns

!))iti%nal C%&&ents



!are,G#arian (servaci$nes e Fl#encia

N%&bre )el alu&n%Fec*a )e naci&ient%

'ers%na ue esta llenan)% esta $%r&aFec*a

Por favor llene esla forma con todo su conocimiento. Informacion que ustednos de nos ayudaramucho enpoder llevar acabo elproceso de la evaluacion.

1#! ue e)a) e&-e% su nin%/a a tener -r%ble&as c%n el *ablar sua(e&ente>

2# !lguien &as en su $a&ilia ta&bien tiene el -r%ble&a )e ser tarta&u)%/a>SIN"

'%r $a(%r e3-liue si &arc% SI a la res-uesta#

J# El *abla )e su nin%/a *a ca&bia)% )es)e ese tie&-% /-regunta 1>SIN"#

'%r $a(%r e3-liue si &arc% SI a la res-uesta#

K#6ay algiin s%ni)% en -articular ue su nin%/a tiene )i$iculta) -r%nuncian)%>

#La )i$iculta) )el *ablar )e su nin%/a -arece ue a (eces se (a -er% regresa> Si asi es -%r

$a(%r e3-liue

?#E3tra$i%s tienen )i$iculta) enten)ien)% cuan)% su ni$i%/a *abla>SIN"

# Uste) siente ue su ni$i%/a esta al tant% )e su -r%ble&a )el *ablar>SIN"

'%r $a(%r e3-liue

8# Rue ti-% )e )is$luencias *a n%ta)% uste) en el *ablar )e su nin%/a> '%r $a(%r e3-lice#

4# iene alguna -re%cu-aci%n % -regunta s%bre la tecnica )e c%&unicaci%n ue su ni$i%/a

usa>

C%&entari%s a)ici%nales



Lista e !re$c#*aci$nes S$(re la Fl#encia *ara L$s !ares ) L$s Maestr$s

N%&bre )el !lu&n%Fec*a )e naci&ient%

'ers%na ue esta llenan)% esta $%r&aFec*a

elati%n c%n el alu&n% Par favor marque todos los que le correspondan alproblema del hablar de su nihoa!:

/ Muestra (isibles sign%s )e $rustrati%n, c%&% el en%=%, -re%cu-aci%n, ansie)a) )urante y)es-ues )e su )is$luencia y e(ita el *ablar#

/ E(ita situaci%nes )%n)e se -ue)en burlar )e el /ella % -ue)e salir a(erg%na)%/a#

/ Dis$luencia tien)e a irse y regresa# '%r $a(%r e3-liue

/ 're$iere usar gest%s % c%&unicarse -%r escrit%, )ebi)% a su )i$lculta) )e *ablar

/ La )is$luencia )e su nin%/a -arece estarie a$ectan)% el aut% esti&a % la actitu) ue tiene *aciasi &is&%#

/ El n% -%)er *ablar bien causa reacci%nes negati(as )e l%s l% estan escuc*an)%#

/ %)a la -alabra y<% $rases s%n re-eti)as

E=e&-l% '%)e&%s +'%)e&%s +'%)e&%s ir al -arue> % '%)e&%s ir+ '%)e&%s ir al -arue>

/ S%ni)%s y<% silabas ue s%n re-eti)as

E=e&-l% C+ C+ Cuan)% -%)e&%s ir al -arue> % Cua+ Cua+ Cuan)% -%)e&%s ir al -arue>

/ S%ni)%s -r%l%nga)%s

E=e&-l% ;aaaaaaaa&%s al -arueP

/ Bl%ues /n% *ay -r%nunciaci)n )e s%ni)% -%r &uc*% tie&-%E=e&-l% Y% uier% ir##########al -arue#

/ Intercesi%nes

E=e&-l% Y% uier% ir u*+u*+u*+u*+u* al -arue#

/ Su nin%/a e(ita c%ntact% (isual cuan)% *abla

/ Caracteristicas secun)arias estan -resente cuan)% *abla

E=e&-l% !bre y cierra l%s %=%s, *ace gest%s c%n la b%ca, &%(i&ient% c%n sus &an%s y -ies# "tr%s

/ 6ay ca& bi%s, )e una -alabra a %tra#/ !s%ciaci%n )e i)i%&a, cali)a) )e (% /ca&bi%s )el t%n%, -re%cu-aci%nes )e articulati%n#

C%&entari%s a)ici%nales



Teacer (servati$n $" Fl#enc) C$ncerns

Stu)ents Na&e Date %$ Birt*

eac*ers Na&e Date

Please complete the following form to the best of your knowledge. Information you provide will greatly assist us in the pre-referral/evaluation process.

1# 5*en )i) y%u $irst n%tice t*at stu)ent .as *a(ing )i$$iculty .it* s-eec*>

2# D% y%u t*in7 t*e stu)ents s-eec* -r%ble& is a$$ecting aca)e&ic success>YES

N"

I$ yes, circle *%. an) )escribe bel%.

1# 'artici-ati%n in class<gr%u- acti(ities#

2# eac*er<stu)ent relati%ns*i-#J# 'eer relati%ns*i-s#K# D%es n%t initiate c%n(ersati%ns## eluctant t% s-ea7 t% a)ults in aut*%rity#?# C%&&unicati%n is ine$$ecti(e )ue t% )is$luencies## Stu)ent a(%i)s rea)ing al%u)#8# Stu)ent a(%i)s %ral -resentati%ns#4# Stu)ent a(%i)s as7ing uesti%ns in class#

E3-lain any ab%(e

J# D% y%u t*in7 t*e stu)ent is c%ncerne) ab%ut s-eec*> I$ s% *%.>



Please check all that apply to the student"s speech:

□ S*%.s (isible signs %$ $rustrati%n, suc* as getting angry, u-set, %r an3i%us )uring<a$ter )is$luency an) &ay e(en a(%i)

tal7ing#

□ !(%i)s situati%ns in .*ic* teasing %r e&barrass&ent &ay %ccur

□ Dis$luency ten)s t% c%&e an) g%

□ 're$ers t% use gestures %r .ritten c%&&unicati%n )ue t% )i$$iculties .it* s-eec*□ Dis$luency a--ears t% be a$$ecting sel$+estee& an) attitu)e t%.ar) sel$

□ Dis$luent s-eec* causes negati(e reacti%ns $r%& listener

□ 5*%le .%r) %r -*rase re-etiti%ns


□ S%un) %r syllable re-etiti%ns

o E3a&-les 5 .+ .*en can .e g% t% t*e -ar7> %r 5*e .*e .*en can .e g% t% t*e -ar7>

□ S%un) 'r%l%ngati%ns


□ Bl%c7s /n% s%un) is -r%)uce) $%r a l%ng -eri%) %$ ti&e


□ Inter=ecti%ns


□ !(%i)s eye c%ntact .*ile s-ea7ing

□ Sec%n)ary c*aracteristics are -resent .*ile s-ea7ing


□ S.itc*es %ne .%r) %r -*rase $%r an%t*er

□ !ss%ciate) language, (%ice uali$y /c*anges in -itc* %r l%u)ness, articulati%n c%ncerns

!))iti%nal C%&&ents



/I Eval#ati$n

!# Fluency E(aluati%n Fl%. C*art

B# Instructi%ns $%r N%r&+e$erence) E(aluati%n

1# !ssess&ent %$ t*e C*il)s E3-eriences %$ Stuttering/!CES

C# Descri-ti%ns $%r Criteri%n+e$erence Measures

1# !+l 4 Scale F%r C*il)ren 5*% Stutter

2# Scale $%r ating Se(erity %$ Stuttering

D# In$%r&al Fluency E(aluati%n 'r%ce)ures

E# 6%. t% C%unt Dis$luencies

F# SL' Fluency "bser(ati%n C*ec7list

G# Cultural C%nsi)erati%ns



FL+ C/ART FR CNDUCTING A FLUENCY E%ALUATIN

Fluency Eligibility

!arent Data

Teacer Data

N$r&-Re"erence Fl#enc) an Lan'#a'e

Eval#ati$n

SL! 4#'&ent

!ll in)icate )is%r)er S%&e in)icate)is%r)er

!ll in)icate n$

)is%r)er

C%llect a))iti%nal in$%r&ati%n

Criteri%n+e$erence) Measures

F%r language, articulati%n, %r (%ice )is%r)ers see %t*er

te&-lates#

6%l) !D &eeting t%

rec%&&en) eligibility %r n%

eligibility#

6%l) !D &eeting t%rec%&&en) eligibility n$

eligibility#



Assessment of the Child's Experience of Stuttering (ACES)5Yar#ss. C$le&an. 6 7#esal. 2009

Te ACES is incl#e in te te&*late 3it te *er&issi$n $" Dr 4 Sc$tt Yar#ss Te a#t$rs ave re:#este )$#r

"ee(ac; $n te e""icac) $" tis instr#&ent !lease sen an) c$&&ents )$# &i't ave t$ Dr 4 Sc$tt Yar#ss at

isvar#ss<cs*itte# Aiti$nal in"$r&ati$n a($#t tis an $ter relate *r$=ects can (e "$#n at

333St#tterin'Center$r'

Brief Overview

F$r &an) sc$$l-a'e cilren 3$ st#tter. te e>*erience $" te is$rer inv$lves "ar &$re tan =#st te *r$#cti$n $"

s*eec is"l#encies F$r e>a&*le. &an) cilren "eel e&(arrasse 3en te) st#tter Tis &a) ca#se te& t$ "eel

increase "ear $r an>iet) a($#t s*ea;in'. an tis &a) res#lt in n$ticea(le tensi$n $r str#''le #rin' "l#ent $r is"l#ent

s*eec r. te) &a) av$i s*ea;in' $r s*ea;in' sit#ati$ns (eca#se $" teir "ear $" (ein' riic#le $r tease a($#t teir

s*eec D$c#&entin' tese as*ects $" te cil?s e>*erience $" st#tterin' is *artic#larl) i&*$rtant "$r te eter&inati$n

$" treat&ent rec$&&enati$ns an te eval#ati$n $" treat&ent $#tc$&es Tis is *artic#larl) tr#e "$r sc$$l-a'ecilren 3$ st#tter. "$r &an) cilren $" tis a'e learn t$ ie te tr#e e>tent $" teir st#tterin' tr$#' av$iance.

can'in' 3$rs. #sin' inter=ecti$ns $r starters. circ#&l$c#ti$n. an $ter @tric;s@ T#s. i" $nl) te s#r"ace

caracteristics $" te is$rer 5ie. te $(serva(le s*eec is"l#encies9 are c$nsiere. ten te clinician &a) 'ain $nl)

an inc$&*lete $r inacc#rate #nerstanin' $" te cil?s is$rer #rin' te ia'n$stic *r$cess

Te instr#&ent *resente $n te "$ll$3in' *a'es. the Assessment of the Child's Experience of Stuttering 5ACES9. is

esi'ne t$ el* clinicians 'ater in"$r&ati$n $n te entire (reat $" te st#tterin' is$rer Te instr#&ent is

ivie int$ secti$ns1 5a9 General In"$r&ati$n a($#t st#tterin' 53ic assesses te cil?s ;n$3le'e a($#t st#tterin'.

*erce*ti$ns a($#t "l#enc). an $verall attit#es t$3ar s*ea;in'9. 5(9 te cil?s a""ective. (eavi$ral. an c$'nitive

reacti$ns t$ st#tterin'. 5c9 te cil?s "#ncti$nal c$&&#nicati$n a(ilities in te classr$$& an in $ter ;e) s*ea;in'

sit#ati$ns. an 59 te i&*act $" st#tterin' $n te cil?s $verall :#alit) $" li"e Tese s*eci"ic "act$rs 3ere selecte

(ase $n a c$&*reensive st#) $" t$se "act$rs tat a**ear t$ ave te &$st salience "$r inivi#als 3$ st#tter 5e'.

Yar#ss. 8 Yar#ss 6 7#esal. 2009 an tat are &$st relevant t$ te eval#ati$n $" treat&ent $#tc$&es 5e'. Yar#ss.

200.2009

T#s "ar. te instr#&ent as (een teste 3it cilren "r$& a'es t$ C$&*leti$n $" te instr#&ent re:#ires $nl) IS

t$ 20 &in#tes. an te instr#&ent can (e a&inistere re*eatel) t$ $c#&ent can'es in te cil?s e>*erience $"

st#tterin' $ver ti&e Sc$rin' is si&*le1 te t$tal sc$re is a s#& $" te cil?s ans3ers t$ all 00 ite&s $n te test 53it a

ran'e $" *$ssi(le sc$res "r$& 00 t$ 009. an i'er sc$res inicate a 'reater i&*act $" st#tterin' Te inivi#al

s#(secti$ns can als$ (e sc$re inivi#all). s$ clinicians can $c#&ent can'es in a s*eci"ic as*ect $" te cil?s

e>*erience $" st#tterin'

http://www.stutteringcenter.org/





Assess&ent $" te Cil?s E>*erience $" St#tterin' 5ACES9

(DRA! "ERS#O$ Septem%er & &*)

Na&e !ge<Gra)e Se3M F Date

Instructions. *is $%r& inclu)es $%ur sets %$ uesti%ns t*at as7 ab%ut y%ur s-eec*# F%r eac*ite&, -lease circle t*e nu&ber t*at a--lies t% y%u# I$ y%u )% n%t un)erstan) an ite&, y%u &ayas7 $%r *el- $r%& y%ur s-eec* teac*er# Y%u &ay als% s7i- ite&s i$ t*ey )% n%t a--ly t% y%u#

Secti$n I1 General In"$r&ati$n

A General in"$r&ati$n a($#t )$#r s*eec Al3a)s S$&eti&es Never

# 6%. %$ten can y%u tal7 $luently /.it*%ut stuttering> 2

2# 6%. %$ten )%es y%ur s-eec* s%un) natural t% y%u/li7e t*e s-eec* %$ %t*ers in y%ur class

2

J# 6%. %$ten )% y%u use t*e tec*niues %r strategies y%ulearne) in s-eec* t*era-y>

2

K# 6%. %$ten )% y%u say e3actly .*at y%u .ant t% saye(en i$ y%u t*in7 y%u &ig*t stutter>

2

B /$3 &#c $ )$# +now a($#t A L$t S$&e N$tin'

1# Stuttering in general 2

2# 5*at *el-s -e%-le stutter less %$ten 2

J# 5*at &a7es -e%-le stutter more %$ten 2

K# 5*at *a--ens in y%ur &%ut* .*en y%u stutter 2

# reat&ent %-ti%ns $%r stuttering 2

?# Su--%rt %r sel$+*el- gr%u-s $%r -e%-le .*% stutter 2

C In 'eneral. $3 $ )$# feel a($#t G$$ ;a) Ba

1# Y%ur s-eec* %(erall 2

2# 6%. .ell y%u can get your point across t% %t*er -e%-le 2

J# 6%. y%u tal7 .it* %t*er -e%-le in general 2

K# *e .ay y%u sound .*en y%u tal7 2

# 5*at y%u &ay *a(e learne) in s-eec* t*era-y 2

?# 6%. .ell y%u can use .*at y%u learne) in t*era-y 2 # Being a -ers%n .*% stutters 2

8# *e t*era-y y%u are in n%. /i$ y%u are in t*era-y 2

4# Being calle) a -ers%n .*% stutters 2

10# Su--%rt %r sel$+*el- gr%u-s $%r -e%-le .*% stutter 2

Yai#ss. C$le&an. 7#esal 5200H9 C$*)ri't 200H All Ri'ts Reserve



Secti$n III1 C$&&#nicati$n in Dail) Sit#ati$ns(#n this section m,r+ how much difficult- vou h,ve in these situ,tions not how fluent -ou ,re.)

A #n gener,l

1# al7 .*en y%ur are $eeling ti&e -ressure %r in a *urry

2# al7 .it* a)ults /as %--%se) t% %t*er 7i)s

J# al7 .*en y%u are u-set ab%ut s%&et*ing

K# :ee- tal7ing e(en .*en %t*er -e%-le )%nt see& t% belistening t% y%u /e#g#, .*en t*eyre l%%7ing a.ay

B At school#

1# al7 .*en =ust a $e. %t*er 7i)s are ar%un)

2# al7 .*en a l%t %$ %t*er 7i)s are ar%un)

J# Gi(e a -resentati%n /e#g#, a b%%7 re-%rt %r tal7 .*enstan)ing in $r%nt %$ t*e class

K# al7 t% y%ur teac*ers

# !s7 a uesti%n .*en t*e rest %$ t*e class is listening

?# !s7 a uesti%n %ne+%n+%ne

# ea) %ut l%u)

8# al7 in situati%ns$ree ti&e, in t*e ca$eteria, etc#

4# al7 .it* y%ur s-eec* t*era-ist

C# In social activities#

1# al7 .it* -e%-le y%u 7n%. .ell /e#g#, y%ur $rien)s

2# al7 .it* -e%-le y%u *a(e =ust &et $%r t*e $irst ti&e

J# al7 .it* an%t*er -ers%n %ne+%n+%ne

K# al7 .it* a gr%u- %$ -e%-le

# Start a c%n(ersati%n .it* s%&eb%)y

?# ell =%7es %r st%ries

# "r)er $%%) /e#g#, in a restaurant %r )ri(e+t*ru

8# al7 in %t*er s%cial situati%ns /at -arties, $a&ily gat*erings

D At

1# al7 %n t*e tele-*%ne

2# al7 .it* y%ur -arents

J# al7 .it* y%ur br%t*ers<sisters

K# al7 .it* y%ur gran)-arents %r %t*er $a&ily &e&bers 2



Assess&ent $" te Cil?s E>*erience $" St#tterin' 5ACES9

Scoring Summ,r-

Calculate I&*act Sc%res $%r eac* %$ t*e K secti%ns %n t*e !CES by /a t%taling t*e nu&ber %$ =ints in eac* secti%n an) /bc%unting t*e nu&ber %$ ite&s c%&-lete) in eac* secti%n# Multi-ly t*e nu&ber %$ ite&s c%&-lete) by t% %btain t*e t%t -%ints possible $%r eac* secti%n# *e i&-act sc%re $%r eac* secti%n is eual t% 100 ti&es t*e -%ints in eac* secti%n )i(i)e) bt*e t%tal -%ints -%ssible $%r t*at secti%n# /I&-act sc%res al.ays range bet.een 20 an) 100# Deter&ine I&*act Ratin's $%r eacsecti%n base) %n t*e i&-act sc%res in t*e table at t*e b%tt%& %$ t*e -age# I$ y%u *a(e any uesti%ns, c%ntact # Sc%tt Yarus

'*D, at is(arussTcs)#-itt#e)u#

C*il)s Na&e !ge<Gra)e Se3 M F Date

Secti$n I1 General In"$r&ati$n /20 Ite&s %tal

Secti%n I '%ints Ite&s C%&-lete) in Secti%n I

Secti%n I '%ints '%ssible /Secti%n I Ite&s C%&-lete) 3

Secti$n I I&*act Sc$re1JJJJJJJJJJJJJJJ I&*act Ratin'1

Secti$n /0 Reacti$ns t$ St#tterin' /J0 Ite&s %tal

Secti%n II '%ints Ite&s C%&-lete) in Secti%n IISecti%n II '%ints '%ssible /Secti%n II Ite&s C%&-lete) 3

Secti$n II I&*act Sc$re1JJJJJJJJJJJJJJJ I&*act Ratin'1

Secti$n III1 C$&&#nicati$n in Dail) Sit#ati$ns /2 Ite&s %tal

Secti%n III '%ints Ite&s C%&-lete) in Secti%n III ,

Secti%n III '%ints '%ssible /Secti%n III Ite&s C%&-lete) 3

Secti$n in I&*act Sc$re1JJJJJJJJJJJJJJ I&*act Ratin'1

Secti$n T%1 7#alit) $" Li"e /2 Ite&s %talSecti%n I; '%ints Ite&s C%&-lete) in Secti%n I;

Secti%n I; '%ints '%ssible /Secti%n I; Ite&s C%&-lete) 3

Secti$n T% I&*act Sc$re1JJJJJJJJJJJJJJ I&*act Ratin'1

TTAL IM!ACT SCRE /100 Ite&s %tal

%tal '%ints %tal Ite&s C%&-lete) 5T$tal !$ints K Secti$n I !$ints L Secti$n II !$ints L Secti$n III !$ints L Secti$n I% !$ints95T$tal Ite&s C$&*lete2 Secti$n I Ite&s C$&*lete L Secti$n II Ite&s C$&*lete L Secti$n III Ite&s C$&*lete LSecti$n I% Ite&s C$&*lete9

T$tal !$ints !$ssi(le 5T$tal Ite&s C$&*lete > 891 JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

T$tal I&*act Sc$re1JJJJJJJJJJJJJJJJJJ I&*act Ratin'1

I&*act Ratin' I&*act Sc$res

Mil) 20#0+24#4

Mil)+t%+M%)erate J0#0+KK#4

M%)erate K#0 + 4#4

M%)erate+t%+Se(ere ?0#0+K#4

Se(ere #0+100

mailto:[email protected]

mailto:[email protected]



DESCRI!TINS FR CRITERIN-REFERENCED MEASURES

Te A123 Sc,le 5Gri&&s an G#itar. 9 is a scale "$r assessin' attit#es a($#t s*ea;in' in cilren a'es

;iner'arten tr$#' 'rae Cilren are as;e t$ ans3er @)es@ $r @n$@ t$ :#esti$ns as;e () te

s*eec-lan'#a'e *at$l$'ist Te i'er te st#ents sc$re. te &$re *r$(a(le it is tat e $r se as

evel$*e ne'ative attit#es t$3ar c$&&#nicati$n

Te Cooper 4erson,li5ed luenc- Control !her,p- for Children 5C$$*er 6 C$$*er. 2009 ;it assists 3it

assessin' te a""ective. (eavi$ral. an c$'nitive c$&*$nents $" "l#enc) is$rers in cilren "r$&

*resc$$l a'e tr$#' 2 )ears $l Te &an#al incl#es re*r$#ci(le. "#ncti$nal assess&ent *r$t$c$ls

an tera*) '$als an activities

Te Cooper 4erson,li5ed luenc- Control !her,p- for Adolescents ,nd Adults 5C$$*er 6 C$$*er. 2009 ;it

is si&ilar t$ te $ne "$r cilren an incl#es a *r$'ra&&e "l#enc) assess&ent *r$t$c$l $n a is;

Assess&ent *r$ce#res "$r st#ents a'e tr$#' 2 )ears 5a#lt9 are isc#sse in ca*ter 2 $" tis

&an#al

Te luenc- Ev,lu,tion 4rocedures 5Fl#enc) Tas; F$rce. 200-09 are a variet) $" s*ea;in' tas;s arran'e

in a ierarc) $" increasin' lin'#istic c$&*le>it) ran'in' "r$& si&*le escri*ti$ns tr$#' narrative

isc$#rse Te st#ent s$#l &$ve al$n' te c$ntin##& #ntil "l#enc) (rea;$3ns are evient It is i'l)

rec$&&ene tat tese *r$ce#res are vie$ta*e s$ tat "leetin' sec$nar) caracteristics. str#''le

(eavi$rs. an $ter relevant "act$rs can (e $(serve &$re easil)

Te 4r,gm,tic Stuttering #ntervention for Adolescents ,nd Adults 5Tanner. 9 is si&ilar t$ te $ne "$r

cilren an incl#es a rela>ati$n ta*e tat &a) (e #se "$r tera*). i" neee It *r$vies a etaile

escri*ti$n $" *r$ce#res "$r c$n#ctin' assess&ents "$r st#ents a'e tr$#' a#lt 52 )ear-$ls9 It

incl#es n#&er$#s assess&ent *r$t$c$ls. st#tterin' ist$r) rec$r "$r&s. an a variet) $" 3a)s t$ $c#&ent

is"l#encies Te assess&ent a**r$ac e>*laine in tis &an#al is es*eciall) #se"#l "$r el*in' t$ ienti")

an) s*eci"ic s$#n err$r *atterns te st#ent &a) ave 5F$r e>a&*le. te st#ent &a) ave tr$#(le $n all $"

te "ricative s$#ns $r all s$#ns tat are *r$#ce at te level $" te lar)n>9 F$r&s t$ assist 3it

assessin' te *ra'&atic c$&*$nents $" st#tterin' are als$ incl#e in tis &an#al

Te 4r,gm,tic Stuttering #ntervention for Children 5Tanner. 9 *r$vies a etaile escri*ti$n $"

*r$ce#res "$r c$n#ctin' assess&ents "$r st#ents a'e tr$#' )ears $" a'e It incl#es n#&er$#s

assess&ent *r$t$c$ls. st#tterin' ist$r) rec$r "$r&s. an a variet) $" 3a)s t$ $c#&ent is"l#encies Te

assess&ent *$rti$n $" te &an#al is el*"#l in ienti")in' an) s$cial iss#es tat &a) (e a c$&*$nent $" te

st#ent?s "l#enc) is$rer

Te Sc,le of Stuttering Severit- 5+illia&s. Darle). 6 S*riesters(ac. 89 #ses a s#(=ective *$int ratin'

scale t$ eter&ine te st#ent?s level $" severit) Tis scale #ses $(serva(le (eavi$ral caracteristics s#c

as "re:#enc) c$#nts. "acial 'ri&acin'. an ass$ciate &$ve&ents as te (asis "$r tese =#'&ents Tis

scale &a) (e #se () s*eec-lan'#a'e *at$l$'ists. 'ra#ate st#ent clinicians. teacers. *eers. an "a&il)

&e&(ers

!he School1Age Child 7ho Stutters0 7or+ing Effectivel- with Attitudes ,nd Emotions...A 7or+%oo+

5C&ela 6 Rear$n. 2009 incl#es a variet) $" *a*er-*encil tas;s tat are el*"#l "$r $c#&entin' a

st#ent?s *resent levels $" "eelin's an (elie"s a($#t teir st#tterin'. as 3ell as $3 tese attit#es &a)a""ect teir $verall c$&&#nicati$n a(ilities

Te Stoc+er 4ro%e for luenc- ,nd 8,ngu,ge 5St$c;er 6 G$l"ar(. 9 &eas#re el*s i""erentiate

n$r&al n$n"l#enc) "r$& st#tterin' in )$#n' cilren It #ses $(=ects t$ elicit res*$nses an istinct levels

$" increasin'l) c$&*le> lin'#istic e&ans It &a) als$ (e #se t$ el* *lan an i&*le&ent tera*)

Disclai&er1 TS/A $es n$t s*eci"icall) en$rse an) $" te a($ve *r$#cts Te) are incl#e as

te) are eas) t$ "in an c$&&$nl) alrea) availa(le at &an) sc$$ls



A- Scale "$r Cilren +$ St#tter

S#san Anre an Barr) G#itarUniversit) $" %er&$nt

Establis* ra--%rt .it* t*e c*il), an) &a7e sure t*at *e %r s*e is -*ysically c%&$%rtable be$%re beginning a)&inistrati%n# E3-lain t*e tas7 t% t*e c*il) an) &a7e sure *e %r s*e un)erstan)s .*atis reuire)# S%&e si&-le )irecti%ns &ig*t be use)

$I am going to ask you some questions. %isten carefully and then tell me what you think:&es or 'o. (here is no right or wrong answer. I )ust want to know what you think.$

% begin t*e scale, as7 t*e uesti%ns in a natural &anner# D% n%t urge t*e c*il) t% res-%n) be$%re*e %r s*e is rea)y, an) re-eat t*e uesti%n i$ t*e c*il) )i) n%t *ear it %r y%u $eel t*at *e %r s*e )i)n%t un)erstan) it# D% n%t re+.%r) t*e uesti%n unless y%u $eel it is abs%lutely necessary, an) t*en.rite t*e uesti%n y%u as7e) un)er t*at ite&#

Circle t*e ans.er t*at c%rres-%n)s t% t*e c*il)s res-%nse# Be acce-ting %$ t*e c*il)s res-%nse because t*ere is n% rig*t %r .r%ng ans.er# I$ all t*e c*il) .ill say is I )%nt 7n%. e(en a$ter -r%&-ting, rec%r) t*at res-%nse ne3t t% t*e uesti%n

F%r t*e y%unger c*il)ren /7in)ergarten an) $irst gra)e, it &ig*t be necessary t% gi(e a $e. si&-lee3a&-les t% ensure c%&-re*ensi%n %$ t*e reuire) tas7

a# !re y%u a b%y> Yes N% b# D% y%u *a(e blac7 *air> Yes N%

Si&ilar, %b(i%us uesti%ns &ay be inserte), i$ necessary, t% reassure t*e e3a&iner t*at t*e c*il) isacti(ely c%%-erating at all ti&es# !)euately -raise t*e c*il) $%r listening an) assure *i& %r *er

t*at a g%%) =%b is being )%ne#

It is i&-%rtant t% be $a&iliar .it* t*e uesti%ns s% t*at t*ey can be rea) in a natural &anner#

*e c*il) is gi(en 1 -%int $%r eac* ans.er t*at &atc*es t*%se gi(en bel%.# *e *ig*er a c*il)ssc%re, t*e &%re -r%bable it is t*at *e %r s*e *as )e(el%-e) negati(e attitu)es t%.ar)c%&&unicati%n# In %ur stu)y, t*e &ean sc%re %$ t*e : t*r%ug* Kt* gra)e stutters /N + 28 .as4#0 /S#D# H 2#KK, an) $%r t*e 28 &atc*e) c%ntr%ls, it .as 8#1 /S#D# H 1#80#

Sc%re 1 -%int $%r eac* ans.er t*at &atc*es t*ese

1# Yes 10# N%

2# Yes 11# N%J# N% 12# N%K# N% 1J# Yes# N% 1K# Yes?# Yes 1# Yes# N% 1?# N%8# Yes 1# N%4# Yes 18# Yes

14# Yes



A-19 Scale

Na&eJJJJJJJJJJJJJJJJJJJJJJJJJ DateJJJJJJJJJJJJJJJJJJJJJJJ

Is it (est t$ ;ee* )$#r &$#t s#t 3en )$# are in tr$#(le Yes N$

2 +en te teacer calls $n )$#. $ )$# 'et nerv$#s Yes N$

D$ )$# as; a l$t $" :#esti$ns in class Yes N$

D$ )$# li;e t$ tal; $n te *$ne Yes N$

I" )$# i n$t ;n$3 a *ers$n. 3$#l )$# tell )$#r na&e Yes N$

HIs it ar t$ tal; t$ )$#r teacer Yes N$

+$#l )$# '$ #* t$ a ne3 ($) $r 'irl in )$#r class Yes N$

8 Is it ar t$ ;ee* c$ntr$l $" )$#r v$ice 3en tal;in' Yes N$

Even 3en )$# ;n$3 te ri't ans3er. are )$# a"rai t$ sa) it Yes N$

0 D$ )$# li;e t$ tell $ter cilren 3at t$ $ Yes N$

Is it "#n t$ tal; t$ )$#r a Yes N$

2 D$ )$# li;e t$ tell st$ries t$ )$#r class&ates Yes N$

D$ )$# 3is )$# c$#l sa) tin's as clearl) as te $ter ;is $ Yes N$

+$#l )$# rater l$$; at a c$&ic ($$; tan tal; t$ a "rien Yes N$

Are )$# #*set 3en s$&e$ne interr#*ts )$# Yes N$

H +en )$# 3ant t$ sa) s$&etin'. $ )$# =#st sa) it Yes N$

Is tal;in' t$ )$#r "riens &$re "#n tan *la)in' () )$#rsel" Yes N$

8Are )$# s$&eti&es #na**) Yes N$

Are )$# a little a"rai t$ tal; $n te *$ne Yes N$

A- Scale $" Cilren?s C$&&#nicati$n Attit#es 5Re*rinte 3it *er&issi$n "r$& S#san Anre9



Scale "$r Ratin' Severit) $" St#tterin'

S-ea7er!geSe3Date

ater I)enti$icati%n

Instructi%ns In)icate y%ur i)enti$icati%n by s%&e suc* ter& as s-ea7ers clinician, clinical%bser(er, clinical stu)ent, %r $rien), &%t*er, class&ate, et cetera# ate t*e se(erity %$t*e s-ea7ers stuttering %n a scale $r%& 0 t% , as $%ll%.s

0 N% stuttering1 ;ery &il)+ stuttering %n less t*an 1 -ercent %$ .%r)s@ (ery little rele(ant tensi%n@

)is$luencies generally less t*an %ne sec%n) in )urati%n@ -atterns %$ )is$luency si&-le@ n%a--arent ass%ciate) &%(e&ents %$ b%)y, ar&s, legs, %r *ea)#

2 Mil)+ stuttering %n 1 t% 2 -ercent %$ .%r)s@ tensi%n scarcely -erce-tible@ (ery $e., i$ any,)is$luencies last as l%ng as a $ull sec%n)@ -atterns %$ )is$luency si&-le@ n% c%ns-icu%usass%ciate) &%(e&ents %$ b%)y, ar&s, legs, %r *ea)#

J Mil) t% &%)erate+ stuttering %n 2 t% -ercent %$ .%r)s@ tensi%n n%ticeable but n%t (ery)istracting@ &%st )is$luencies )% n%t last l%nger t*an a $ull sec%n)@ -atterns %$)is$luency &%stly si&-le@ n% )istracting ass%ciate) &%(e&ents#

K# M%)erate+ stuttering %n ab%ut t% 8 -ercent %$ .%r)s@ tensi%n %ccasi%nally )istracting@)is$luencies a(erage ab%ut %ne sec%n) in )urati%n@ )is$luency -atterns c*aracterie) byan %ccasi%nal c%&-licating s%un) %r $acial gri&ace@ an %ccasi%nal )istractingass%ciate) &%(e&ent#

# M%)erate t% se(ere+ stuttering %n ab%ut 8 t% 12 -ercent %$ .%r)s@ c%nsistently n%ticeabletensi%n@ )is$luencies a(erage ab%ut 2 sec%n)s in )urati%n@ a $e. )istracting s%un)s an)$acial gri&aces@ a $e. )istracting ass%ciate) &%(e&ents#

?# Se(ere+ stuttering %n ab%ut 12 t% 2 -ercent %$ .%r)s@ c%ns-icu%us tensi%n@ )is$luencies

a(erage J t% K sec%n)s in )urati%n@ c%ns-icu%us )istracting s%un)s an) $acial gri&aces@c%ns-icu%us )istracting ass%ciate) &%(e&ents#

# ;ery se(ere+ stuttering %n &%re t*an 2 -ercent %$ .%r)s@ (ery c%ns-icu%us tensi%n@)is$luencies a(erage &%re t*an K sec%n)s in )urati%n@ (ery c%ns-icu%us )istractings%un)s an) $acial gestures@ (ery c%ns-icu%us )istracting ass%ciate) &%(e&ents#

*e *cale of *tuttering *everity is re-rinte) .it* -er&issi%n li&ite) t% its a--earance in t*is

te&-late $r%& 5illia&s, D#E#, Darley, F#L#, A S-riestersbac*, D#C# /148# +iagnostic ,ethodsin *peech Pathology /2n) e)## Ne. Y%r7 6ar-er A %.#

(o obtain reprint permission# send a letter to the following address:!llyn an) Bac%n!ttn 'er&issi%ns De-t# !rlingt%n Street Suite J00B%st%n, M! 0211?



FLUENCY EVALUATION PROCEDURES

! (ariety %$ s-ea7ing tas7s are arrange) in a *ierarc*y %$ increasing linguistic c%&-le3ity ranging $r%&

si&-le )escri-ti%ns t*r%ug* narrati(e )isc%urse# *e stu)ent s*%ul) &%(e al%ng t*e c%ntinuu& until

$luency brea7)%.ns are e(i)ent# It is *ig*ly rec%&&en)e) t*at t*ese -r%ce)ures are (i)e%ta-e) s% t*at

$leeting sec%n)ary c*aracteristics, struggle be*a(i%rs, an) %t*er rele(ant $act%rs can be %bser(e) &%reeasily#

St#ent Intervie3

Bel%. are sa&-le uesti%ns y%u can as7 stu)ents ab%ut t*eir $luency an) t*e&sel(es# N%t all stu)ents .ill $eel

c%&$%rtable ans.ering t*ese uesti%ns *%nestly# It is s%&eti&es &%re e$$ecti(e t% -lay a ga&e, suc* as c*ec7ers,

.*ile as7ing t*ese uesti%ns in a n%n+t*reatening, casual .ay#

D% y%u 7n%. .*y y%u are *ere> Is tal7ing e(er *ar) $%r y%u>

5*en is it *ar) $%r y%u t% tal7> 5*en is it easy $%r y%u t% tal7>

Is t*ere anyt*ing y%u )% t% tal7 better> Is t*ere anyt*ing t*at is really *ar) $%r y%u t% say>

D% y%u 7n%. .*at *a--ens .*en y%u get stuc7>

5%ul) y%u li7e &e t% try an) *el- y%u .it* y%ur tal7ing>

!la) a Ga&e

% see *%. a stu)ent &anages $luency in a less+structure) setting, it is %$ten *el-$ul t% -lay a $a&iliar ga&e t%get*er

I$ t*e stu)ent a--ears t% be unc%&$%rtable .it* t*e inter(ie. -r%cess, t*is acti(ity can be c%&bine) .it* t*e stu)en

inter(ie. secti%n#

M%n%l%gue<Describing !cti(ities

!s7 t*e stu)ent t% )escribe a -icture, $a(%rite +s*irt, -et, t*eir best $rien), %r $a(%rite teac*er# Y%u &ay als% use t*

-ictures $r%& t*e *tuttering *everity Instrument for hildren and dults - (hird dition /iley, 144K#

6a(e $i(e %r si3 ite&s, suc* as a -air %$ sciss%rs, c%&b, s-%%n, $%r7, scre.)ri(er, %r t%y in a b%3 an) -ull t*e& %ut

%ne at ti&e# !s7 t*e stu)ent t% )escribe eac* %b=ect# Say, $Pretend I don"t know what any of these things are. an

you describe or tell me about these things so I can figure out what they are0 $ Gi(e an e3a&-le s% t*at t*e stu)ent

un)erstan)s t*e tas7#

6a(e t*e stu)ent )escribe ite&s t*at are (erbally -resente) suc* as a bir), a cat, an a--le, an) a car $%ll%.ing an

e3a&-le# Say, $ dog is an animal that has four legs# and barks and you can have one for a pet$. Y%u &ay als% use

t*e "ral ;%cabulary Subtest $r%& the (est of %anguage +evelopment 1 Primary- (hird dition Ne.c%&er A

6a&&ill, 144#



Compare/Contrast

6a(e t*e stu)ent e3-lain *%. $i(e %r si3 ite&s are t*e sa&e an) )i$$erent# I$ t*e c*il) is y%ung use t%ys %r real ite&s

t% elicit res-%nses# Say, 5%. we are going to talk about how things are the same# alike# and how they "re different#

not alike. 2or e3ample# an apple and an egg are alike because they are both good to eat. (hat is how they are the

same. n apple and an egg are not alike or different because an apple has a skin and an egg has a shell. 'ow youtell me how are a and a alike0 'ot alike0 'r%&-ts a--le<banana, car<bicycle, la7e<s.i&&ing -%%l#

Y%u &ay als% use t*e elati%nal ;%cabulary Subtest $r%& t*e (est of %anguage +evelopment + Primary + (hird

dition /Ne.c%&er A 6a&&ill, 144 %r t*e Generals Subtest $r%& t*e (est of %anguage +evelopment -Intermedia

+ (hird dition /Ne.c%&er A 6a&&ill, 144# /It s*%ul) be n%te) t*at t*ese subtests )% n%t as7 *%. t*e ite&s are

)i$$erent#

E3-lain a 'r%ce)ure

6a(e t*e stu)ent e3-lain *%. t% &a7e a -eanut butter an) =elly san).ic*, scra&ble an egg, get rea)y $%r sc*%%l in t*e

&%rning, %r c*ange t*e %il in a car# !n alternati(e is t% )escribe an e(ent suc* as t*e best (acati%n %r birt*)ay -arty

e(er, a $a(%rite tele(isi%n s*%. %r &%(ie, %r a sc*%%l $iel) tri-# Y%u &ay als% use t*e Preschool %anguage *cale-

(hird dition /Vi&&er&an, Steiner, A '%n), 1442 ite& nu&ber WJ as a .ay %$ -r%bing t*is s7ill#

elling %r etelling a St%ry

F%r a y%ung stu)ent, tell a si&-le, $a&iliar st%ry using -ictures $r%& age+a--r%-riate b%%7s# 5*en y%ure $inis*e),

see i$ t*e stu)ent can tell it bac7 t% y%u .it* t*e -ictures# ea)ers &ay be as7e) t% retell t*e st%ry .it*%ut t*e b%%7, ia--r%-riate# !n%t*er %-ti%n is t% use t*e st%ries $r%& t*e 4oldman-2ristoe (est of rticulation -5 /G%l)&an A

Frist%e, 2000# "l)er stu)ents &ay be as7e) t% s-%ntane%usly tell<retell a st%ry# It &ay be &%re a--r%-riate t%

-r%(i)e a t%-ic suc* as, 5*at )i) y%u )% %n su&&er (acati%n> %r ell &e ab%ut y%ur $a(%rite &%(ie# Y%u &ay

als% use t*e Preschool %anguage *cale-(hird dition /Vi&&er&an, Steiner, A '%n), 1442 ite& nu&ber WK? %r t*e

Preschool %anguage *cale-2ourth dition /Vi&&er&an, Steiner, A '%n), 2002 ite& nu&bers W? an) ?? as a

&eans %$ -r%bing t*is s7ill#

ea)ing

I$ t*e c*il) is a rea)er, c*%%se a -assage at least %ne le(el l%.er t*an t*e current gra)e# Y%u &ay als% use t*e rea)ing

secti%n $r%& t*e *tuttering *everity Instrument - (hird dition /iley, 144K#

al7ing %n t*e ele-*%ne

6a(e t*e stu)ent call a -arent %r sibling, $rien), an) a stranger, suc* as s%&e%ne at a retail st%re#

!--ly S-ea7ing 'ressure



6a(e t*e stu)ent )escribe -ictures re-resenting c%n$lict scenari%s an) as7 *i& t% -r%ble&+s%l(e (ari%us s%luti%ns# During

t*ese )ial%gues, a--ly -ressure by increasing y%ur s-ea7ing rate, l%%7ing a.ay .*ile t*e stu)ent is tal7ing, l%%7 at y%ur

.atc*, a--earing *urrie), interru-ting, an)<%r a--earing t% be engage) in an%t*er tas7#

Language E(aluati%n

F%r a s&all subgr%u- %$ stu)ents .*% stutter, language $%r&ulati%n an)<%r -r%cessing .ea7nesses &ay inter$ere .it* $luency

It is rec%&&en)e) t*at all stu)ents .*% stutter recei(e a $ull language e(aluati%n t% rule %ut c%nc%&itant %r c%&-licatin

language c%ncerns#

!rticulati%n E(aluati%n

Since &any stu)ents .*% stutter &ay als% *a(e articulati%n an)<%r -*%n%l%gical )i$$iculties, it is rec%&&en)e) t*at

articulati%n an) %ral &%t%r abilities be e(aluate) at t*is ti&e#

"bser(ati%n %$ ;%cal Ruality

*e stu)ents (%cal uality s*%ul) be %bser(e) as -art %$ t*e e(aluati%n#



/+ T CUNT DISFLUENCIES

dapted from *6 "s I+ and &our aseload: (emplate for ligibility and +ismissal riteria for*tudents ges 7 through 58. 9evised dition# ,ay 57; onnecticut"s 2luency ,easurement <ptions

Gr$#* A1

1# % analy=e frequency of stuttering# use t*e $%ll%.ing -r%ce)ures t% &easure t*e ty-es %$ )is$luencies

C%llect an) transcribe a 200+syllable s-%ntane%us c%&&unicati%n sa&-le in eac* %$ a (ariety %$settings, using au)i% %r (i)e%ta-e# ;i)e%ta-e is -re$erable $%r analying sec%n)ary c*aracteristics an)struggle be*a(i%rs# *e 200 syllables s*%ul) %nly re-resent t*e inten)e) &essage# D% n%t c%untre-etiti%ns as syllables# e(isi%ns are c%unte) as -art %$ t*e 200 syllable sa&-le# *e transcri-ti%ns*%ul) als% inclu)e t*e instances %$ stuttering#

C%unt t*e nu&ber %$ %ccurrences %$ )is$luencies, suc* as *esitati%ns, inter=ecti%ns, re(isi%ns, -r%l%ngati%ns, (isible<au)ible tensi%ns, etc# C%unt t*e nu&ber %$ instances %$ eac* ty-e %$ stutteringan) struggle be*a(i%r /au)ible<(isible tensi%n# Di(i)e t*is nu&ber by t*e t%tal nu&ber %$ syllables/200, an) &ulti-ly by 100 t% %btain t*e -ercentage %$ ty-es %$ )is$luencies /Ca&-bell an) 6ill, 1442#Subtract t*is nu&ber $r%& 100 t% %btain t*e -ercentage %$ $luent s-eec*#

N%te ! $reuency analysis &ay als% be acc%&-lis*e) by c%llecting an) analying t*e nu&ber %$stuttere) .%r)s in a s-eec* sa&-le %$ 10 .%r)s /iley, 1480# 6%.e(er, t*is &et*%) &ay -enalie as-ea7er .*% uses &ulti+syllabic .%r)s /'eters an) Guitar, 1441#

"

2# % analye duration of stuttering# use t*e $%ll%.ing )urati%nal &easure&ents

C%llect a 10+1 &inute s-eec* sa&-le %$ t*e stu)ents c%n(ersati%nal s-eec* using (i)e% %r au)i%ta-e#;i)e%ta-e is -re$erable $%r analying sec%n)ary c*aracteristics an) struggle be*a(i%rs#

Use a st%-.atc* t% ti&e &inutes /J00 sec%n)s %$ t*e stu)ents tal7ing ti&e#

e(ie. t*e sa&-le an) use a st%-.atc* t% %btain t*e t%tal nu&ber %$ sec%n)s %$ )is$luencies# Di(i)et*e t%tal nu&ber %$ sec%n)s %$ )is$luencies by t*e t%tal nu&ber %$ sec%n)s in t*e s-eec* sa&-le an)&ulti-ly by 100 t% %btain t*e -ercentage %$ )urati%n %$ )is$luent s-eec* /Bac%lini, '#, S*a&es, G#, an)'%.ell, L, 144J#

I$ using a (i)e% sa&-le, .atc* t*e (i)e% %nce again, n%ting t*e ty-es %$ )is$luencies an) sec%n)aryc*aracteristics liste) %n t*e Su&&ary %$ E(aluati%n Fin)ings#

N%te Curlee an) 'er7ins /148K suggest t*e $%ll%.ing %t*er &et*%)s %$ analying )urati%n .it*in a s-eec*sa&-le

1# Use a st%-.atc* t% ti&e t*e lengt* %$ 10 )i$$erent stuttering &%&ents at ran)%& .it*in t*e sa&-le#*ese &%&ents %$ stuttering s*%ul) be re-resentati(e %$ t*e sa&-le# % %btain t*e a(erage )urati%n%$ stuttering, )i(i)e t*e su& %$ t*e 10 stuttering &%&ents by 10#

1# C*%%se t*e t*ree l%ngest stuttering %ccurrences an) ti&e eac* .it* a st%-.atc*# ec%r) t*e results#

'eters an) Guitar /1441 -re$er a +&inute sa&-le, rat*er t*an a 10 .%r) sa&-le suggeste) by iley, t%ensure a &%re c%&-lete sa&-le $%r )urati%nal &easures#



Gr%u- B

1# % analye rate of speech# Curlee an) 'er7ins /144K use t*e $%ll%.ing -r%ce)ure

C%llect a S+&inute s-eec* sa&-le using s-ea7ing %r %ral rea)ing# /Y%u -r%bably nee) 10 &inutes %$

ta-ing t% get t*e &inutes %$ t*e stu)ents tal7ing<%ral rea)ing ti&e# C%unt t*e nu&ber %$ syllables /%r.%r)s in t*e inten)e) &essage# *en, )i(i)e t*e nu&ber %$ syllables /%r .%r)s by t*e t%tal nu&ber %$ &inutes %$ t*e stu)ents s-ea7ing<%ral rea)ing ti&e in t*e sa&-le t% %btain a syllable -er &inutes rating+S'M /%r a .%r) -er &inute rating+5'M# See$%r &ean rates %$ s-eec*#

"

2# % analye s-eec* naturalness, use t*e $%ll%.ing -r%ce)ure

C%llect a +&inute s-eec* sa&-le# Use a 4+-%int naturalness scale t% )eter&ine .*et*er s-eec* *as anatural s%un)ing uality# % analye s-eec* uality, =u)g&ents %$ naturalness &ay be &a)e by SL's %rnai(e listeners /lay -ers%ns, gra)uate stu)ents# e(ie. t*e sa&-le /.atc*<listen an) at 1+sec%n)inter(als &a7e sub=ecti(e =u)g&ents ab%ut t*e s-eec* t% )eter&ine .*et*er it s%un)s *ig*ly natural %r

*ig*ly unnatural, )es-ite t*e -ercentage %$ $luency# ! t%tal %$ at least 10 suc* =u)g&ents s*%ul) be&a)e# % calculate naturalness, a)) t*e nu&ber assigne) at eac* rating an) t*en )i(i)e t*at nu&ber by10# *e Mean naturalness rating $%r a)%lescents<a)ults is 2#12 t% 2#J4 %n t*e 4+-%int naturalness scale/Martin et al#, 148K@ Ing*a& et al#, 148# *e Mean naturalness rating $%r c*il)ren is J#0 /# Ing*a&,1448#



S*eec-Lan'#a'e !at$l$'ist Fl#enc) Eval#ati$n(servati$n Cec;list

St#ent?s Na&e1 JJJJJJJJJJJJJJJJJJJJJDate $" Birt1 JJJJJJJJJJJJJ

SL!?s Na&e1JJJJJJJJJJJJJJJJJJJJJJJJDate1JJJJJJJJJJJJJJJJJJJJJ T)*es $" S*ea;in' Sit#ati$ns. L$cati$ns. an !artners (serve1JJJJJJJJ

!lease cec; all $" te "$ll$3in' tat a**l) t$ te st#ent?s s*eec

o S*%.s (isible signs %$ $rustrati%n, suc* as getting angry, u-set, %r an3i%us )uring<a$ter )is$luency

an) &ay e(en a(%i) tal7ing#

o

!(%i)s situati%ns in .*ic* teasing %r e&barrass&ent &ay %ccur o Dis$luency ten)s t% c%&e an) g%

o 're$ers t% use gestures %r .ritten c%&&unicati%n )ue t% )i$$iculties .it* s-eec*

o Dis$luency a--ears t% be a$$ecting sel$+estee& an) attitu)e t%.ar) sel$

o Dis$luent s-eec* causes negati(e reacti%ns $r%& listener

o 5*%le .%r) %r -*rase re-etiti%ns


o S%un) %r syllable re-etiti%ns

o E3a&-les 5 .+ .*en can .e g% t% t*e -ar7> %r 5*e .*e .*en can .e g% t% t*e

-ar7>

o S%un) 'r%l%ngati%ns


o Bl%c7s /n% s%un) is -r%)uce) $%r a l%ng -eri%) %$ ti&e


o Inter=ecti%ns


o !(%i)s eye c%ntact .*ile s-ea7ing

o Sec%n)ary c*aracteristics are -resent .*ile s-ea7ing


o S.itc*es %ne .%r) %r -*rase $%r an%t*er

o !ss%ciate) language, (%ice uali$y /c*anges in -itc* %r l%u)ness, articulati%n c%ncerns



C#lt#ral an Lin'#istic Diversit) C$nsierati$ns

F%rt*e

-% -ulati%n%$stu)ents.*%are

learningEnglis*asasec%n)

language,t*elinguistic$eatur es

&ay be)i$ $er ent$r%&t*%se

%$ t*e &ainstrea& -%-ulati%n because t*ese $eatures re$lect t*e nati(e language, t*e -r%cess %$ acuiring Englis*, %r c%&&unicati%n strategies an) be*a(i%rs %$ bilingual -ers%ns# *ese )i$$erences, .*ic* &ig*t a--ear t% be )is%r)ers but are n%t, &ay be $%un)

in t*e area %$ $luency /!S6! 200J#

!(%i)ing situati%ns %r t%-ics t*at are n%t linguistically c%&$%rtable@

E3*ibiting n%n$luency )ue t% lac7 %$ (%cabulary %r t*e nee) t% -r%cessin$%r&ati%n in %ne &%)e be$%re using it in an%t*er &%)e@

Dis$luent be*a(i%rs &ay a--ear .*en using a language being learne) an) n%t .*en using t*e nati(e language

Be*a(i%rs t*at are inc%ngruent .it* c%n(enti%nal be*a(i%rs, inclu)ing )i$$erent ty-es

%$ eye c%ntact, t*e ti&e it ta7es t% ans.er uesti%ns, an) language use .it* a)ults#

Cauti%n s*%ul) be use) .*en translat%rs are utilie) in t*e assess&ent -r%cess# ranslat%rs&ust be a)euately traine), su-er(ise), an) su$$icient ti&e &ust be s-ent c%llab%rating .it*t*e s-eec* language -at*%l%gist t% )iscuss t*e e$$ecti(eness %$ t*e assess&ent -r%cess#



I% Deter&inin' Eli'i(ilit)

!# Fluency Eligibility Criteria

B# Fluency Eligibility C*ec7list

1# Y%unger t*an !ge

2# Sc*%%l !ge C*il)ren / years 9

C# Fluency Eligibility e&-late1# Y%unger t*an !ge 2# "l)er t*an !ge

D# e-%rting E(aluati%n In$%r&ati%n

E# Deter&ining E)ucati%nal Nee)1# I&-act %$ a Fluency Dis%r)er 2# E:S elate) t% Fluency



Eval#ati$ns Eli'i(ilit) Criteria

N$r&-Re"erence Tests

esults %n n%r&+re$erence) tests in)icate

t*e -resence!ssess&ent %$ t*e C*il)s E3-erience %$ Stuttering %$ a $luency )is%r)er#/Yaniss, C%le&an, A Ruesal, 200

an)C%&&unicati%n !ttitu)e est

/Brutten, 148K 'arent Data

eac*er DataStuttering 're)icti%n Instru&ent SL' u)g&ent

ile , 1481R

Stutterin Se(erit Instru&ent+J) E)iti%n

/iley, 144K *e stu)ent e3*ibits any aty-ical )is$luencies,Criteri%n+e$erence) Measures suc* as

-r%l%ngati%ns, bl%c7s, -itc* %r l%u)ness c*angesFluenc E(aluati%n 'r%ce)ures )urin &%&ents %$ )is$luenc , stru le %r

/Fluency as7 F%rce, 200J+0 sec%n)ary be*a(i%rs#

'a-er+'encil as7s an

/C*&ela A ear)%n, 2001

'ers%nalie) Fluency C%ntr%l *era-y+S1 E)iti%n 'arent Data

/C%%-er A C%%-er, 200J SL' u)g&ent

'rag&atic Stuttering Inter(enti%n "

/anner, 200K, 200

Scale %$ Stuttering Se(erity *e stu)ent e3*ibits signi$icant c%(ertstuttering

ten)encies t*at are a)(ersely a$$ecting *is %r /5illia&s, Darley, A S-riestersbac*, 148

St%c7er 'r%be $%r Fluency an) Language *er aca)e&ic an) e3tracurricular -er$%r&ance#

/St%c7er A G%l)$arb, 144 an

"t*er 'arent Data

eac*er DataSL' u)g&ent

(he impairment must not be related primarily to limited

e3posure to communication-building e3periences# thenormal process of acquiring nglish as a second language# or dialect use.



FLUENCY ELIGIBILITY C/ECLIST - Y$#n'er Tan A'e

(he purpose of this tool is to summari=e the evaluation information so that a data-supported professional )udgment may be made about a student s fluency.

Stu)ent SL'

Date %$ Birt* Date C%&-lete)

Eval#ati$n Data Res#lts Data S#**$rt

C$ncern

Yes N$

'arent )ata

eac*er )ata

N%r&+re$erence) test/s

SL' =u)g&ent

+ue to the dynamic nature of stuttering# it is recommended that criterion-referenced measures be obtained.

Criteri%n+re$erence) &easures

(he following behaviors help differentiate normal non-fluency from stuttering:

Lengt* %$ ti&e stuttering *as been n%tice)/&%re t*an 12 &%nt*s is a c%ncern'ersistent stuttering+li7e )is$luencies/-r%l%ngati%ns, bl%c7s, an)<%r -art .%r) re-etiti%ns'itc*<l%u)ness c*anges t*r%ug* t*e &%&ent %$

stuttering*ree %r &%re re-etiti%ns %$ a s%un)<syllable<.%r)

;isible signs %$ struggle %r tensi%n .*en bl%c7ing

Multi-le ty-es %$ )is$luencies %n %ne s%un)<.%r)

Fa&ily *ist%ry X*e researc* s*%.s t*at &ales .it* a$a&ily *ist%ry %$ stuttering an)<%r language i&-air&ents are at agreater ris7 $%r stuttering#

Fluent s-eec* is aty-icalX*e $luent s-eec* %$ in)i(i)uals .*% stutter is c*aracterie) by(ariable rate /t%% sl%. %r t%% $ast, aty-ical -r%s%)y, *ar)articulat%r1 c%ntacts, -%%r breat* strea& &anage&ent, )elaye)%nset %$ (%icing, sl%.er transiti%ns $r%& (%.els t% c%ns%nants,

an) l%nger (%.els#

!RFESSINAL 4UDGMENT

Fr%& *6 /May, 200J ;ali) &et*%)s $%r i)enti$ying a c%&&unicati%n i&-air&ent are s%&eti&es lac7ing/e#g#, in &ultilingual c*il)ren, c*il)ren $r%& n%n&ainstrea& cultures, %r c*il)ren .it* &ulti-le )isabilitiest*at -reclu)e stan)ar)ie) testing# !t %t*er ti&es, a stu)ent &ay n%t strictly &eet t*e establis*e) eligibilitycriteria, yet tea& &e&bers &ay belie(e t*at t*e stu)ent *as a )isability t*at a)(ersely a$$ects e)ucati%nal -er$%r&ance an) reuires s-ecial ser(ices# In suc* instances, t*e tea& s*%ul) be all%.e) t% use -r%$essi%nal =u)g&ent t% )eter&ine eligibility# D%cu&entati%n s*%ul) inclu)e stan)ar)ie) Xn%r&+re$erence) an) criteri%n+re$erence) &easures use) t% &a7e t*e )eter&inati%n#



FLUENCY ELIGIBILITY C/ECLIST - Sc$$l-A'e Cilren 5 )ears9

(he purpose of this tool is to summari=e the evaluation information so that a data-supported professional >udgment may be made about a student s fluency.

Stu)ent SL'

Date %$ Birt* Date C%&-lete)

Eval#ati$n Data Res#lts Data S#**$rt

C$ncern

Yes N$

'arent )ata

eac*er )ata

N%r&+re$erence) test/s

SL' =u)g&ent

Due to the d-n,mic n,ture of stuttering it is recommended th,t criterion1referenced me,sures %e o%t,ined.

Criteri%n+re$erence) &easures Z

!he following %eh,viors t-pic,ll- indic,te incre,sed severit-0

!ge %$ %nset

De(el%-&ent %$ a(%i)ance be*a(i%rs

Feelings %$ anger, $rustrati%n, %r *el-lessness

*ree %r &%re re-etiti%ns %$ a s%un)<syllable<.%r)

;isible signs %$ struggle %r tensi%n .*en bl%c7ing

Multi-le ty-es %$ )is$luencies %n %ne s%un)<.%r)

Fluent s-eec* is aty-icalX*e $luent s-eec* %$ in)i(i)uals .*% stutter is c*aracterie) by(ariable rate /t%% sl%. %r t%% $ast, aty-ical -r%s%)y, *ar)articulat%r c%ntacts, -%%r breat* strea& &anage&ent, )elaye)%nset %$ (%icing, sl%.er transiti%ns $r%& (%.els t% c%ns%nants,an) l%nger (%.els#

1

!RFESSINAL 4UDGMENT

Fr%& *6 /May, 200J ;ali) &et*%)s $%r i)enti$ying a c%&&unicati%n i&-air&ent are s%&eti&es lac7ing/e#g#, in &ultilingual c*il)ren, c*il)ren $r%& n%n&ainstrea& cultures, %r c*il)ren .it* &ulti-le )isabilitiest*at -reclu)e stan)ar)ie) testing# !t %t*er ti&es, a stu)ent &ay n%t strictly &eet t*e establis*e) eligibilitycriteria, yet tea& &e&bers &ay belie(e t*at t*e stu)ent *as a )isability t*at a)(ersely a$$ects e)ucati%nal -er$%r&ance an) reuires s-ecial ser(ices# In suc* instances, t*e tea& s*%ul) be all%.e) t% use -r%$essi%nal =u)g&ent t% )eter&ine eligibility# D%cu&entati%n s*%ul) inclu)e stan)ar)ie) Xn%r&+re$erence) an)criteri%n+re$erence) &easures use) t% &a7e t*e )eter&inati%n#



Fl#enc) Eli'i(ilit) Te&*late1 Y$#n'er tan a'e

AREAS ASSESSED NN-DISABLING

CNDITIN

DISABLING CNDITIN

is7 Fact%rs n%ne -resent

ti&e -%st %nset [12 &%s

$a&ily *ist%ry %$ stuttering&ale

i&e -%st %nset \12 &%srise in -itc* )uring stuttering -resence %$ clusteringc%nc%&itant )is%r)ers -resence %$ tense articulat%ry c%ntactssigns %$ a.arenessrise in s%un)<syllable re-etiti%ns

Freuency %$ Dis$luency ?+8 -er 100 .%r)s 10 -er 100 .%r)s

Freuency %$SEs /s, sy, (( SLDs

/s, ., sy, ', B

2 SEs -er 100 .%r)s

J SLDs -er l00syllables

?9SEs -er 100 syllables 119 SLDs -er 100 syllables

Sec%n)ary Features n%t ty-ically -resent 23 as &any *ea) an) nec7 &%(e&ents5*en -resent, t*ey e&erge ra-i)ly &ayn%t be -resent

C%ntinuity %$ S-eec* less t*an J .it*in .%r))is$luencies -er 100syllables

&%re t*an J .it*in .%r) )is$luencies -er 100syllables

Clusters /2 %r &%re )is$luencies%n t*e sa&e .%r)

$e. clusters a -re)%&inant $eature %$ c*il)s stuttering -atterns /?3 as &any c%&-are) t% singlec%&-%nent stutters

Iterati%ns /nu&ber %$ ti&es unitis re-eate)

1+2 iterati%ns in lengt* 29 re-etiti%ns?3 &%re &ulti-le iterati%ns c%&-are) t%single re-etiti%ns

Functi%nal I&-licati%ns/!ca)e&ic<S%cial<E&%ti%nal

)is$luent be*a(i%rs *a(e n%i&-act %n e)ucati%nal -artici-ati%n an) s%cialinteracti%n

)is$luent be*a(i%rs *a(e an i&-act %ne)ucati%nal -artici-ati%n an) s%cialinteracti%ns

'erce-ti%n %$ S-ea7ing ate s-ea7ing rate )%es n%tinter$ere .it*intelligibility %$ s-eec*

s-ea7ing rate )%es inter$ere .it*intelligibility %$ s-eec*

Listener 'erce-ti%n< eacti%n n% a.areness an)<%rc%ncern c%n(eye)

listener is a.are an) c%n(eys c%ncern ab%ut)is$luency

S-ea7er eacti%n s-ea7er )%es n%t a--eara.are %r c%ncerne)

s-ea7er a.areness inter$eres .it*e)ucati%nal -artici-ati%n an) s%cialinteracti%n

*is is a &%)i$ie) (ersi%n %$ t*e egi%n ]I] S-eec* *era-y Eligibility as7 F%rce Fluency e&-late /un-ublis*e))%cu&ent#



Fl#enc) Eli'i(ilit) Te&*late1 Sc$$l A'e Cilren 5 )ears9

Areas Assesse N$n-Disa(lin'

C$niti$n

Disa(lin' C$niti$n

Mil M$erate Severe

is7 Fact%rs N%ne -resent Fa&ily *ist%ry %$ stutteringMalei&e -%st %nset \J years'r%gressi(e increase in stutteringDe(el%-&ent %$ a(%i)ance be*a(i%rs;isible signs %$ struggle'resence %$ c%nc%&itant )is%r)ersecent rela-se -attern

Freuency %$Dis$luency

N%ne -resent 2+K<100 .%r)s1+2 SLD<sa&-le

+12<100 .%r)s

J+K SLD<sa&-le

1J9<100 .%r)s9 SLD<sa&-le

Sec%n)ary Features N%t -resent May<&ay n%t be -resent

'resent 'resent an))istracting

Functi%nalI&-licati%ns

N% i&-act %ne)ucati%nal -artici-ati%n %rs%cialinteracti%n

Dis$luent be*a(i%rs *a(e ani&-act %ne)ucati%nal -artici-ati%n %r s%cialinteracti%n



'erce-ti%n %$S-ea7ing ate

ate )%es n%tinter$ere .it*intelligibility

c%&&unicati%ne$$%rt

ate inter$eres .it*intelligibility %$c%&&unicati%n e$$%rt

ate inter$eres .it*intelligibility %$ c%&&unicati%n e$$%rt

ate inter$eres .it*intelligibility %$c%&&unicati%n e$$%rt

Listener eacti%n N% a.areness %rc%ncernc%n(eye) bylistener

Mini&al a.areness%r c%ncern c%n(eye) by listener

Listener is a.are %$)is$luency an)c%n(eys c%ncern

Listener is a.are %$)is$luency an)c%n(eys e3tre&ec%ncern

S-ea7er eacti%n'erce-ti%n %$Stuttering

N%t a.are %rc%ncerne) ab%ut)is$luency

Mini&al a.areness%r c%ncerne) ab%ut)is$luency

S-ea7er isa.are<c%ncerne) t%t*e e3tent t*ata(%i)ances e&erge

S-ea7er isa.are<c%ncerne) t%t*e e3tent t*atc%&&unicati%ne$$%rts are se(erelyi&-aire)



*is is a &%)i$ie) (ersi%n %$ t*e egi%n ]I] S-eec* *era-y Eligibility as7 F%rce Fluency e&-late /un-ublis*e))%cu&ent#

:ey t% El 'as% Te&*late !bbre(iati%ns

SEs + Stuttering E(ent e-etiti%nssy + Syllable e-etiti%ns SLDs +Stutter Li7e Dis$luencies B +Bl%c7s

s + S%un) e-etiti%ns. + 5%r) e-etiti%ns' + 'r%l%ngati%ns



RE!RTING E%ALUATIN INFRMATIN

*e -lan $%r a $ull an) in)i(i)ual e(aluati%n s*%ul) be )iscusse) at t*e initial !)&issi%n+e(ie.+Dis&issal /!D &eeting, s-eci$ically .*at criteria .ill be use) t% )eter&ine t*e stu)ents

eligibility $%r ser(ices#

'ri%r t% re-%rting in$%r&ati%n %btaine) t*r%ug* t*e s-eec*+language e(aluati%n, it is rec%&&en)e)t*at t*e s-eec*+language -at*%l%gist re(ie. t*e $luency eligibility $%l)er c*ec7list t% ensure t*at allnecessary ste-s .ere inclu)e) in t*e e(aluati%n -r%cess#

In a))iti%n, it is i&-%rtant t% n%te in t*e re-%rt t*at a stu)ent &ay be rec%&&en)e) as eligible $%r$luency ser(ices un)er t*e $%ll%.ing t.% c%n)iti%ns

Te st#ent is eli'i(le "$r services 3it$#t te #se $" criteri$n-re"erence &eas#res1! $luency )is%r)er is clearly -resent an) criteri%n+re$erence) &easures are n%t nee)e) t%

)eter&ine eligibility $%r ser(ices# 6%.e(er, alt*%ug* criteri%n+re$erence) &easures are n%tnecessary $%r )eter&ining eligibility $%r certain stu)ents, t*ese -r%ce)ures are use$ul $%r)eter&ining t*era-y g%als, as .ell as )%cu&enting -r%gress# It is rec%&&en)e) t*atcriteri%n+re$erence) &easures be use) .it* all stu)ents .*% are sus-ecte) %$ *a(ing a$luency )is%r)er#

or

2# Te st#ent is eli'i(le "$r services 3it a c$&(inati$n $" stanariOe an criteri$n-re"erence &eas#res1 *e stu)ent is n%t clearly eligible .it*%ut criteri%n+re$erence)&easures being i&-le&ente) an) t*e )ata analye)# *e use %$ t*ese -r%ce)ures &ay be

es-ecially use$ul $%r stu)ents .*% are n%t &eeting t*eir aca)e&ic -%tential )ue t%ten)encies suc* as n%t s-ea7ing in class, a(%i)ing certain e3tracurricular acti(ities, %r s*%.ing a reluctance t% )iscuss any sc*%%l+relate) -r%ble& /suc* as recei(ing a B (ersusan ! %n a -a-er %r %ral -resentati%n .*en e3-ecting an ! .it* teac*ers )ue t% t*eir $luency )is%r)er# *e use %$ criteri%n+re$erence) &easures is es-ecially i&-%rtant $%r stu)ents .*% *a(e a ten)ency t% *i)e t*eir stuttering )ue t% *ig* )egrees %$ a--re*ensi%nan) $ear ab%ut t*eir c%&&unicati%n abilities#



IM!ACT F A FLUENCY DISRDER

E>a&*les $" I&*act $" Disa(ilit) State&ents

!lt*%ug* &any stu)ents .*% stutter are a(erage stu)ents, *a(e $rien)s, an) -artici-ate in e3tracurricular acti(ities,

t*is is n%t t*e case $%r all stu)ents .it* $luency )is%r)ers# !ca)e&ic -er$%r&ance an) -artici-ati%n in e3tracurricularacti(ities are %$ten signi$icantly a$$ecte) .*en a stu)ent *as a $luency )is%r)er# *e $%ll%.ing state&ents are sa&-le%$ t*e .ays stu)ents .*% stutter &ay be i&-acte) in sc*%%l by t*eir )isability

1# *e stu)ent )%es n%t initiate c%n(ersati%ns in c%%-erati(e learning gr%u-s#

2# *e stu)ents negati(e attitu)es ab%ut s-eec* result in reluctance t% s-ea7 t% a)ults in aut*%rity#

J# *e stu)ents c%&&unicati%n .it* %t*ers is ine$$ecti(e )ue t% t*e nu&ber an) se(erity %$ )is$luencies#

K# *e stu)ent uses a(%i)ance strategies .*en rea)ing al%u) %r s-ea7ing in class /e#g#, circu&l%cuti%ns an) .%r

substituti%ns#

# *e stu)ent a(%i)s %ral -resentati%ns#

?# *e stu)ent )%es n%t $ully -artici-ate in e3tracurricular acti(ities#

# *e stu)ent a(%i)s as7ing uesti%ns %r -r%(i)ing ans.ers in class at t*e le(el c%&&ensurate .it* %(erallclassr%%& -er$%r&ance#

Te>as Essential n$3le'e S;ills Relate t$ Fl#enc)

*e $%ll%.ing e3a&-les %$ e3as Essential :n%.le)ge S7ills %r E:S /E!, 1448 &ay be use) as a .ay t%)eter&ine e)ucati%nal nee) $%r stu)ents .*% *a(e $luency )is%r)ers# It s*%ul) be n%te) t*at t*is is n%t ac%&-re*ensi(e list# Deter&inati%n %$ e)ucati%nal nee) &ust be &a)e %n an in)i(i)ual stu)ent basis#

o Use (erbal an) n%n(erbal c%&&unicati%n in e$$ecti(e .ays .*en &a7ing ann%unce&ents, gi(ing )irecti%ns

%r &a7ing intr%)ucti%ns# /J#JB

% C*%%se an) a)a-t s-%7en language suc* as .%r) c*%ice, )icti%n, an) usage t% t*e au)ience, -ur-%se an)%ccasi%n inclu)ing a--r%-riate (%lu&e, rate, -itc* an) t%ne# /:+8

% !nalye an) )e(el%- tec*niues an) strategies $%r buil)ing sel$+c%n$i)ence an) re)ucing c%&&unicati%n

a--re*ensi%n# /?+12

De&%nstrate e$$ecti(e c%&&unicati%n s7ills t*at re$lect suc* )e&an)s as inter(ie.ing, re-%rting, reuesting

an) -r%(i)ing in$%r&ati%n# /K+8

% !ns.er )i$$erent ty-es an) le(els %$ uesti%ns suc* as %-en+en)e), literal an) inter-retati(e as .ell as test+

li7e uesti%ns suc* as &ulti-le+c*%ice, true+$alse an) s*%rt ans.er# /K+8

% !s7 an) ans.er rele(ant uesti%ns an) &a7e c%ntributi%ns in s&all<large gr%u- )iscussi%ns# /:+J

% etell a s-%7en &essage by su&&ariing %r clari$ying# /:+J

% etell, r%le+-lay an)<%r (isually illustrate t*e %r)er %$ e(ents# /:+8<ESL% Clari$y an) su--%rt s-%7en i)eas .it* e(i)ence, elab%rati%ns an) e3a&-les# /K+8

% E3-ress i)eas an) $eeling suc* as gratitu)e, nee)s, %-ini%ns an) greetings# /:+8<ESL

_ F%r& an) re(ise uesti%ns $%r in(estigati%ns, inclu)ing uesti%ns arising $r%& units %$ stu)y# /K+

% Gi(e -recise )irecti%ns an) instructi%ns suc* as in ga&es an) tas7s# /K+

% 'artici-ate in r*y&es, s%ngs, c%n(ersati%ns an) )iscussi%ns# /:+J

% 'resent )ra&atic inter-retati%ns %$ e3-eriences, st%ries, -%e&s, %r -lays t% c%&&unicate# /:+8



Special Education Manager Speech Therapy Goals

SI10! Speech Therapy! The student "ill demonstrate progress to"ard increased #luency o# speech as de$appropriate%



DISMISSAL CRITERIA GUIDELINES*6# May 200J

Dis&issal criteria s*%ul) c%nsistently &irr%r eligibility criteria# In %t*er .%r)s, i$

)is&issal is base) %n t*e c*il) -resenting *ealt*ier attitu)es an) $eelings ab%utt*e -r%ble&, t*en t*e eligibility criteria s*%ul) *a(e &easures t*at re$lect t*at

c%&-%nent %$ t*e -r%ble&#

!ll as-ects %$ stuttering s*%ul) be c%nsi)ere) be$%re )is&issal $r%& ser(ices,

rat*er t*an &erely re)ucti%n %$ %(ert )is$luency#

Dis&issal criteria s*%ul) inclu)e in$%r&ati%n ab%ut c*r%nicity an) state

-r%(isi%ns $%r rela-se#

! c%ntinuu& %$ su--%rt ser(ices s*%ul) be c%nsi)ere), suc* as &%nit%ring an)gra)ual ter&inati%n $r%& t*era-y, %t*er -r%$essi%nal su--%rt, %r su--%rt gr%u-s,

be$%re $inal )is&issal $r%& ser(ices is rec%&&en)e)#



%I A**eni>

!# es%urces

B# e$erences



RESURCES

Te "$ll$3in' res$#rces all ave a 3ealt $" in"$r&ati$n $n st#tterin'. incl#in' 3at it is.$3 t$ treat it. an 3ere t$ irect inivi#als 3$ st#tter an teir "a&ilies "$r s#**$rt Its$#l (e n$te tat tis is n$t a e"initive list $" res$#rces "$r st#tter te) 3ere incl#e#e t$ te ease an a""$ra(ilit) at 3ic te) &a) (e assesse TS/A n$t s*eci"icall)en$rse an) $" te "$ll$3in'

A&erican S*eec-Lan'#a'e-/earin' Ass$ciati$n 5AS/A9S-ecial Interest Di(isi%n K Fluency an) Fluency Dis%r)ers10801 %c7(ille 'i7e%c7(ille, Marylan) 2082/800 K48+201*tt-<<...#as*a#%rg (he special interest group within the *6 structure is open to any member of *6 with aninterest in fluency disorders. (his division was responsible for the development and maintenance

of standards and certification for becoming a fluency specialist. *pecial Interest +ivision ? also publishes a quarterly newsletter and sponsors and leadership conference every year. ontact *6 for more information on this group. 2or more information on how to become a fluency specialist or to find a specialist in your area# go to: *tt-<<...#stutterings-ecialists#%rg

Friens - Te Ass$ciati$n "$r Y$#n' !e$*le +$ St#tterC%ntact Lee Caggian%1K 6ayric7 LaneC%&&ac7, Ne. Y%r7 112+120/?J1K44+0K*tt-#<!(..# $rien)s.*%stutter#%rg

2riends is a national organi=ation that was created to provide a network of love and support for children and teenagers who stutter# their families# and the professionals who work with them. 2riends publishes a bimonthly newsletter called 9eaching <ut. (his eight-page digest is filled with articles# reflections# stories# and information about the stuttering e3perience of young people#their families# and the professionals who work with them. It is upbeat# includes review of booksand films# and will update you on your friends within the group. *ubscriptions are *I* per year.

Internati%nal Fluency !ss%ciati%n /IF!6%.ar) Sc*.ar, '*#D#C*air, Me&bers*i-De-art&ent %$ C%&&unicati%n Dis%r)ers

N%rt*ern Illin%is Uni(ersityJJK !)a&s 6allDe7alb, IL ?011*tt-<<...#t*ei$a#%rg (he I2 is the international organi=ation for speech-language pathologists# researchers# and individuals who stutter. (hey sponsor a world congress every other year. (he >ournal of 2luency

+isorders is the official )ournal of the I2. pplications and information about annual dues canbe obtained by contacting the ,embership hair# +r. 6owie *chwart=# at the above listed address.

,embership in the I2 includes a subscription to the >2+# which is published quarterly.

http://www.asha.org/

http://www.stutteringspecialists.org/

http://http./Avww

http://friendswhostutter.org/


http://www.theifa.org/

http://www.asha.org/

http://www.stutteringspecialists.org/

http://http./Avww


http://www.theifa.org/



Nati$nal St#tterin' Ass$ciati$n /NS!114 5# K0t* StreetI4,hfloor

Ne. Y%r7, Ne. Y%r7 10018/800 5e+Stutter

*tt- <<...# .estutter# %rg(he '* is a self-help group for persons who stutter P@*!# including children# adolescents# and adults. In addition to providing helpful information on stuttering via handouts and their website#the '* hosts a yearly national convention# occasional regional workshop# and numerous local

support group meetings across the state.

S*eec Tera*) /el* + a +++ site*tt- <<...# s-eec*t*era-y*el- #c%&(his website has information about stuttering and also provides an overview of how to treat thedisorder therapeutically. Its sister site# *tt-<<...#s-eec*t*era-y$%ru&#c%& includes reviews of avariety of games and other therapy activities that may be used with students who stutter.

St#tterin' F$#nati$n $" A&erica 5SFA9J100 5alnut Gr%(e %a), Suite ?0JMe&-*is, ennessee J8111+0K4/800 442+4J42*tt-<<...#stuttering*el-#%rg*2 is a resource for *%Ps# P@*# and anyone with an interest in stuttering. (his organi=ation

publishes information on stuttering for parents# adolescents# children# teachers# physicians# *%Ps#and the public. *2 also sponsors 'ational *tuttering wareness @eek every ,ay# as well asannual workshops for school speech-language pathologists and a two-week workshop in Iowa for those wishing to speciali=e in stuttering. Aooks# pamphlets# and videos are available at a very

minimal cost.

St#tterin' /$&e !a'e + a +++ site*tt-<<...#stuttering*%&e-age#c%&(his website has many links to many resources related to stuttering# among which include course syllabi# announcements about conferences and workshops# information on support groups# andresearch announcements. In addition# there is information )ust for kids and )ust for teens. (he stuttering home page is a great resource for anyone interested in this disorder.

http://www.speechtherapyforum.com/

http://www.stutteringhelp.org/

http://www.stutteringhomepage.com/

http://www.speechtherapyforum.com/

http://www.stutteringhelp.org/

http://www.stutteringhomepage.com/



REFERENCES

!&br%se, N#G# A Yairi, E# /144# *e r%le %$ re-etiti%n units in t*e )i$$erential )iagn%sis %$ early c*il)*%%)inci-ient stuttering# merican >ournal of *peech-%anguage Pathology# K, 82+8#

!&erican S-eec*+Language+6earing !ss%ciati%n /May, 200J# I+ and your caseload: template foreligibility and dismissal criteria for students ages 7 through 58 9ev. e)## etrie(e) 08+2+0K $r%&*tt-#<((..#as*a#%rg<-ublic<s-eec*<)is%r)ers<stuttering#*t&# %c7(ille, MD !S6!#

Bennett, E#M# /200?# @orking with people who stutter: lifespan approach. C%lu&bus, "*i% 'ears%nMerrill 'rentice 6all#

Bl%%)stein, "# /144K# Stu)ies in t*e -syc*%l%gy %$ stuttering ]I]# *e relati%ns*i- bet.een %ral rea)ing ratean) se(erity %$ stuttering# >ournal of *peech +isorders# B# 1?1+1J#

Brutten, G## /148K# (he attitude of children who stutter. Un-ublis*e) &anuscri-t#

C*&ela, :#, A ear)%n, N# /2001# =e school-age child who stutters: @orking effectively with attitudes andemotions. Me&-*is, N Stuttering F%un)ati%n %$ !&erica#

C%nture, E#G# /2001# *tuttering: Its nature# diagnosis# and treatment. B%st%n !llyn A Bac%n#

C%%-er, E#B# A C%%-er, C#S# /200J# Personali=ed fluency control therapy- 7rd dition. !ustin, ] 'r%+E)#

Felsen$el), S# /1448# 5*at can genetics researc* tell us ab%ut stuttering treat&ent issues> In C%r)es, !#:# AIng*a&, ## /E)s#, (reatment efficacy for stuttering: search for empirical bases /--# 1 +?# San Dieg%Singular 'ublis*ing#

G%l)&an, #, A Frist%e, M# /2000# 4oldman-2ristoe-5 test of articulation. Circle 'ines, MN !&erican

Gui)ance Ser(ices, Inc#

Guitar, B# /1448# Stuttering n integrated approach to its nature and treatment /2n) e)##Balti&%re 5illia&s an) 5il7ins#

LaSalle, L## A C%nture, E#G# /144# Dis$luency clusters %$ c*il)ren .*% stutter elati%n %$ stutters t% sel$+re-airs# >ournal of *peech and 6earing 9esearch# J8, 4?+4#

Le.is, :#E# /144# D% SSI+J sc%res a)euately re$lect %bser(ati%ns %$ stuttering be*a(i%r> merican >ournal of *peech-%anguage Pathology ?#K+4#

Ne.c%&er, '#, A 6a&&ill, D# /144# (est of language development - Intermediate /Jr) e)## !ustin, ]

'"+ED#

Ne.c%&er# '#, A 6a&&ill, D# /144# (est of language development - Primary /Jr) e)## !ustin, ] '"+ED#

'in)%la, #6# A en7ins, M#M# /1448# %anguage. *peech# and 6earing *ervices in the Public *chools. ;%l#20, 1JJ+1J8#

iley, G#D# /1481# *tuttering prediction instrument for young children. !ustin, ] '"+ED#

http://http.7/vvww.asha.org/public/speech/disorders/stuttering.htm

http://http.7/vvww.asha.org/public/speech/disorders/stuttering.htm



iley, G#D# /144K# *tuttering severity instrument-7. !ustin, ] '"+ED#

S&it*, !# A :elly, E# /144# Stuttering ! )yna&ic, &ulti$act%rial &%)el# In #F# Curlee an) G#M# Siegel/E)s#, 'ature and treatment of stuttering: 'ew directions# /2n) e)#, --# 20K+21# B%st%n !llyn an) Bac%n#

St%c7er, B#, A G%l)$arb, # /144# (he *tocker probe for fluency and language + 7rd e)# ;er% Beac*, FL *eS-eec* Bin#

anner, D#C# /144K# Pragmatic stuttering intervention for children. "ceansi)e, C! !ca)e&icC%&&unicati%n !ss%ciates#

anner, D#C# /144# Pragmatic stuttering intervention for adolescents and adults. "ceansi)e, C!!ca)e&ic C%&&unicati%n !ss%ciates#

e3as !)&inistrati(e C%)e /200J# 9eferral for fill and individual initial evaluation. etrie(e) $r%&*tt-<<.((.#tea#state#t3#us<rules<tac<c*a-ter084# /08+1K+0 !ustin, ] e3as E)ucati%n !gency#

e3as E)ucati%n !gency /1448# (e3as essential knowledge and skills (C*!. etrie(e) $r%&*tt-<<(.(.#tea#state#t3#us<te7s /08+1K+0 !ustin, ] e3as E)ucati%n !gency#

;anryc7eg*e&, M# A Brutten, E## /144# *e s-eec*+ass%ciate) attitu)e %$ c*il)ren .*% )% an) )% n%tstutter an) t*e )i$$erential e$$ect %$ age# merican >ournal of *peech-%anguage Pathology# ?, ?+J#

;anryc7eg*e&, M# A Brutten, E## /200# ommunication ttitude (est for Preschool and Cindergartenhildren @ho *tutter# San Dieg%, C! 'lural 'ublis*ing

Yairi, E# /144# Dis$luency c*aracteristics %$ early c*il)*%%) stuttering# In #F# Curlee A G#M# Siegel /E)s# 'ature and treatment of stuttering: 'ew directions /2n) e)#, --# 20K+21# B%st%n !llyn A Bac%n#

Yairi, E# A Grinager !&br%se, N# /200# arlv hildhood *tuttering: 2or clinicians by clinicians.!ustin, ] '"+ED#

Yaruss, #S# /1448# Describing t*e c%nseuences %$ )is%r)ers Stuttering an) t*e internati%nalclassi$icati%n %$ i&-air&ents, )isabilities, an) *an)ica-s# >ournal of *peech# %anguage# and 6earing esearc*, ?B# 2K4+2#

Yaruss, #S# /2001# E(aluating treat&ent %utc%&es $%r a)ults .*% stutter# >ournal of ommunication +isorders# 7?8-5!# 1?J+182#

Yaruss, #S# /200K# D%cu&enting in)i(i)ual treat&ent %utc%&es in stuttering t*era-y# ontemporary Issues in ommunication *cience and +isorders# 78# K4+#

Yaruss, #S#, C%le&an, C#E#, A Ruesal, #5# /200?, N%(## ssessment of the hild"s 3perience of *tuttering *!. '%ster -resente) at t*e !nnual C%n(enti%n %$ t*e !&erican S-eec*+Language+

6earing !ss%ciati%n, Mia&i, FL#

Yaruss# #S#, A Ruesal, #5# /200K# Stuttering an) t*e internati%nal classi$icati%n %$ $uncti%ning,)isability, an) *ealt* /ICF !n u-)ate# >ournal of ommunication +isorders. 7D# J+2#

5illia&s, D#E## Darley# F#L#r A S-riestersbac*# DC# /148# +iagnostic methods in speech pathology /2n) e)## Ne. Y%r7 6ar-er A %.#

http://wvvw.tea.state.tx.us/rules/tac/chapter089


http://vwvw.tea.state.tx.us/teks


http://vwvw.tea.state.tx.us/teks



Vi&&er&an, I#L#, Steiner, ;#G#, A '%n), #E# /1442# Preschool language scale - 7rd edition. San!nt%ni%, ] *e 'syc*%l%gical C%r-%rati%n#

Vi&&er&an, I#L#, Steiner, ;#G#, A '%n), #E# /2002# Preschool language scale - ?th dition. San!nt%ni%, ] *e 'syc*%l%gical C%r-%rati%n#

speech impairment eligibility fluency

Documents