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Stuttering modification techniques can be used effectively in the school setting. In fact, speech-language pathologists can use this environment to their advantage to address not only disfluency but also the emotional and behavioral aspects of stuttering. Toward this end, stuttering modification goals and techniques are outlined, with a discussion of how to adapt them to school environments. Specific topics include writing clear, measurable IEP goals, taking advantage of the school setting to implement these goals, administering stuttering modification within a group therapy mode, involving parents and teachers, and monitoring progress.

College students (n=465) rated 5 descriptions: 1 portraying an individual without a disorder and 4 depicting various communicative disorders. The descriptions with no disorder and with a language disorder were rated significantly lower in ambition than those depicting stuttering, voice, or articulation disorders. Geographical location and age of raters affected ratings. (Author/DB)