ABSTRACT
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.
KEYWORDS
Stuttering - modification - therapy - schools - fluency disorders
