Cognitive-(thinking)

Affective- (feeling)

Linguistic-(forming the message)

Motor- (producing speech)

Social-(normal communication)

Cognitive: -Child’s knowledge, understanding and awareness of stuttering

                        -Thoughts of identity as a person who stutters and how others view them

Therapy Ideas:

1. Talk about talking
2. Increase Knowledge of stuttering
3. Understand Mechanisms of Speech
4. Increase Self-Monitoring
5. Change Negative Thinking
6. Develop Question of the Week
7. Journal

Affective: - Feelings and emotions regarding stuttering

 -Response to teasing, other people’s reactions, and avoidance of stuttering

 - Self-image

Therapy Ideas:

1.       Playing with Stuttering

2.       Teach others how to stutter

3.       Use objects to represent stuttering

Linguistic: -Level of fluency and how it affects overall language ability, articulation

        and phonological ability

Therapy Ideas:

1.       Select topic or theme

2.       Systemically increase linguistic complexity

3.       Use linguistic context to support speech modification skills

4.       Integrate linguistic level with other CALMS components

Motor:       -SSI-3 integrated into this section: secondary behaviors, frequency and

       duration of disfluencies

                        -types and characteristics of disfluencies

                        - frequency of stuttering with different partners

Therapy Ideas:

1.       Increase use of speech modification strategies

The 3 D’s ( Discuss, Demonstrate, Drill)

2.       Create speech “tool box”

3.       Contextualize, Conceptualize, Generalize

4.       Have child rate performance

Social:       -avoidance of situations and degree of stuttering in certain situations

                        -impact on peer relationships

Therapy Ideas:

1.       Don’t hide stuttering

2.       Homework assignments (short, negotiate)

3.       Role play in speaking situations

4.       Take therapy on the road in different situations