Part 2: Learning About Stuttering

Core Behaviors, Secondary Behaviors, Facts about Stuttering

Rationale

  • Allows students to learn about and identify different types of stuttering they may be experiencing
  • Allows for the students to dissociate from stuttering and look at it factually and objectively
  • Brings major relief (learning about classical conditioning can bring relief and freedom by understanding how we learn to pair things together that results in fear)

Brain Differences, Genetics, Temperament, Classical Conditioning

Rationale

      • Removes guilt and helps student to understand it is NOT their fault
      • Brings major relief (Learning about classical conditioning was truly a revelation to me as a  person who stutters because it explained WHY the phone was so difficult for me and why it grew worse over time)

Stuttering 101

Lesson 1 Instructions: You (the clincian) will tell your student(s) that “Lesson 1” consists of learning about different types of stuttering and that not all stuttering is the same. After watching the video, work together with your student(s) to fill out the worksheet titled “Stuttering 101”. After completing the worksheet, review it with your student(s) to facilitate a conversation about the different types of stuttering they experience the most. Do they experience more of one type of stuttering? Do they have secondary behaviors like avoidance or escape? What do they do in those circumstances? Does it help? Use these questions to facilitate a conversation.

Stuttering Facts

Lesson 2 Instructions: You (the clincian) will tell your student(s) that “Lesson 2” consists of learning about general facts about stuttering. After watching the video, work together with your student(s) to fill out the worksheet titled “Stuttering Facts”. After completing the worksheet, review it with your student(s) to facilitate a conversation about what they learned about stuttering today. Did any of the facts surprise them? Are they more fluent under certain circumstances like talking to a pet? Use these questions to facilitate a conversation.

Brain Differences

Lesson 3 Instructions: You (the clincian) will tell your student(s) that “Lesson 3” consists of learning about the brain differences in people who stutter. After watching the video, work together with your student(s) to fill out the worksheet titled “Brain Differences”. After completing the worksheet, review it with your student(s) to facilitate a conversation about what they think about the brain differences in people who stutter. Were they surprised? Do they feel relieved? Use these questions to facilitate a conversation.

Brain Differences explained for younger students

Lesson 3 Instructions: You (the clincian) will tell your student(s) that “Lesson 3” consists of learning about the brain differences in people who stutter. After watching the video, work together with your student(s) to fill out the worksheet titled “Brain Differences”. After completing the worksheet, review it with your student(s) to facilitate a conversation about what they think about the brain differences in people who stutter. Were they surprised? Do they feel relieved? Use these questions to facilitate a conversation.

Stuttering and Temperament

Lesson 4 Instructions: You (the clincian) will tell your student(s) that “Lesson 4” consists of learning about temperament. You can explain that temperament is similar to personality. After watching the video, work together with your student(s) to fill out the 2 worksheets titled “Stuttering and Temperament: Part 1” and “Stuttering and Temperament: Part 2”. After completing the worksheets, review them with your student(s) to facilitate a conversation. Do they consider themselves to have a sensitive temperament? Why or why not? Use the questions on each worksheet to facilitate a conversation.

Stuttering and Classical Conditioning

Lesson 5 Instructions: You (the clincian) will tell your student(s) that “Lesson 5” consists of learning about classical conditioning. You can explain that classical conditioning is a certain type of learning. After watching the video, work together with your student(s) to fill out the the worksheet titled “Stuttering and Classical Conditioning”. This topic may take some extra time for the student to fully grasp the concept of classical conditioning and how it manifests in stuttering, so do not rush through this lesson. After completing the worksheet, review it with your student(s) to facilitate a conversation. Are there specific items (the phone) or specific situations that the student encounters that they immediately feel nervous about? Do they think it is possible that they have learned to pair stuttering with certain items or situations? Take time to explore.

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