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From: Lisa LaSalle
Date: 21 Oct 2011
Time: 12:16:56 -0500
Remote Name: 206.208.133.42
Hi Caitlin, For many years, I've asked students in my fluency classes to pseudostutter as an assignment. I've learned in recent years, that it is helpful to divide them into those who think they got a reaction that was: (a) positive, (b) negative, or (c) mixed/neutral, and they need to explain why. It would be interesting to learn that the positive / neutral reactions group is growing, but I can't say that it has. My results are countered by my need to require them recently in this assignment to "really stutter - really show a physically tense block or more frequent repetitions." And they practice pseudostuttering a lot more frequently in my classes as practice first. Understandably some students admit to just "g-going like this" once or twice and hoping their assignment is done. They are the ones who would end up in the positive or neutral reactions group. I've also learned that (a) students are more honest and objective if a partner (classmate or significant other) tags along with them; and (b) students have gone back to the barista or cashier or whatever after the assignment is over, tell them it was only assignment (seems important to many of them :) and then they wanted to either thank the person for their positive/neutral response or hand them a "how to respond to people who stutter" brochure from the SFA etc if they got a negative response. The popularity and sensitivity of the movie "King's Speech" has hopefully been a positive change agent for our advocacy on behalf of people who stutter, allowing them time to request, respond, express themselves, etc as well. Good luck with your assignment! Enjoy the simulation-based learning.