logo

What does "homework" for school-age stuttering therapy look like?

Many SLPs provide practice opportunities for children with articulation disorders. Some provide home activities for social and general language skills. However, most SLPs report that they do not create carryover activities for children who stutter-because they do not always know what to do and how to help children move their skills into real-life communication situations.

Because we believe that effective real-world communication is an overarching goal for stuttering therapy, we also believe that it is our role to design and implement systematic and progressive generalization plans for our students.

Here are 3 practical thoughts that can help provide successful plans:

Help students (and others) understand hierarchies

Every skill to be generalized is presented in a “step-by-step” manner from easiest to most challenging (hierarchies). When students, parents, and others understand that each skill is mastered at various levels before it can be expanded to real-life communication, then expectations of how quickly skills are generalized can be managed. This gives children who stutter the time they need to develop and generalize their skills over the longer-term.

Create (and have students create their own) homework activities that can be blended into their schedules

Many families already feel “over-homeworked” and over-scheduled! Therefore, in order to plan for success, students must be able to weave speech therapy activities into their day-to-day lives. I like to start with helping students know why they are doing what they are doing (“Why is Miss Nina suggesting this homework? What’s in it for you?”), and then allow them to make choices of goals that make sense to them (“What do you think would be most valuable to you for homework this week, ____ or ____?”).

Then we brainstorm together the best times of their day/week that speech homework can be completed. All of these pre-planning concepts help students feel more educated and empowered when it comes to taking therapy concepts “on the road!”

Be certain that homework includes all aspects of therapy; not just speech handling strategies

While it is easiest to provide homework for so-called “speech tools,” we need to make certain that generalization activities include learning more about talking and stuttering, teaching others about stuttering and what they are learning in stuttering therapy, managing fear and anxiety in various levels of difficult speaking situations, and so on. No matter what we are targeting in therapy, we can use our clinical knowledge to help students expand each concept into their real-life communication.

In our clinical resource School Age Stuttering Therapy: A Practical Guide, we write extensively on the topic of how to work with students, teachers, and parents to expand the concepts presented in therapy into the child’s everyday communication environments. This clinical manual includes sample practice handouts and expands on how to provide homework that works.

We also have a Practical Video and a Practical Tip handout on the topic under "Resources" on our website. 

Nina Reeves

Written by : Nina Reeves

Nina Reeves, M.S. CCC-SLP is a staff fluency specialist at Frisco ISD in Texas and fluency specialist consultant for San Diego Unified Schools. She focuses her private practice on children and adolescents who stutter and their families. Nina is a presenter and author, volunteering her time for both the National Stuttering Association and the Stuttering Foundation. Her more recent works include Early Childhood Stuttering: A Practical Guide, School-Age Stuttering Therapy: A Practical Guide, the Minimizing Bullying program, and more (all published by Stuttering Therapy Resources, Inc.