1 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works (Awareness) |
● Breathing exercises; |
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● Orofacial motricity exercises; |
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● Definition of Stuttering; |
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● Actions that affect stuttering positively or negatively; |
● To learn how to make smooth and continuous articulatory contact point (Fluency Modeling) |
● Conceptualization of Difficult Speech and Easy Speech; |
● Characteristics of negative speech and practice (100% tension, 50% tension, and smoothed) with a ball: picture naming |
2 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works |
● Breathing exercises; |
● To simplify stuttering and get up-to-date scientific information |
● Orofacial motricity exercises; |
● To perceive different ways of producing speech (Awareness) |
● Dynamics: Speech Machine; |
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● Dynamics: Machine failing |
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● Myths and Truths about Stuttering |
● To learn how to make and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Characteristics of negative speech and practice (100%, 50%, and smoothed) with a ball: |
o Picture naming; |
● Reading word lists looking in the mirror and looking at the therapist. |
3 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works |
● Breathing exercises; |
● To perceive different ways of producing speech (Awareness) |
● Orofacial motricity exercises; |
|
● Dynamics: Crazy Speech; |
● To learn how to make and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Characteristics of negative speech and practice (100%, 50%, and smoothed) with a ball: |
o Own name; |
o Other names, other naming and brainstorming. |
4 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works |
● Breathing exercises; |
● To simplify stuttering and get up-to-date scientific information (Awareness) |
● Orofacial motricity exercises; |
|
● Myths and Truths about Stuttering; |
● To know and reduce negative emotions (Desensitization) |
● Dynamics: Stuttering Iceberg |
● To learn how to make and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Characteristics of negative speech and practice (100%, 50%, and smoothed) with a ball: |
● Other names, other naming and brainstorming. |
5 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works |
● Breathing exercises; |
● To perceive tension points (Awareness) |
● Orofacial motricity exercises; |
|
● Perception of speech tension points; |
● To learn how to make and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Perception of Easy Speech / Normal Speech / Difficult Speech; |
● Characteristics of negative speech and practice (smoothed) with a spring: |
● Repetition of sentences. |
6 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To know and reduce negative emotions (Desensitization) |
● Good and bad thoughts related to stuttering; |
● To learn and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Characteristics of negative speech and practice (smoothed) with a spring: |
o Repetition of sentences; |
o Reading sentences looking in the mirror and looking at the therapist. |
7 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To know and reduce negative emotions (Desensitization) |
● Role-playing everyday situations; |
● To learn and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Characteristics of negative speech and practice (smoothed) with a spring: |
o Reading sentences looking in the mirror and looking at the therapist; |
o Complete ready-made sentences with figures from the deck; |
o Create spontaneous sentences with figures from the deck. |
o Connected speech training with line. |
8 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To learn and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Characteristics of negative speech and practice (smoothed) with a spring: |
o Complete ready-made sentences with figures from the deck; |
o Create spontaneous sentences with figures from the deck. |
o Role-playing conversations with the line. |
9 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To learn and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Communicative Skills Training: Waiting Time (2”), Communicative Turn and Eye Contact: |
● To develop skills that promote good communication, promoting self-confidence and security, integrating them with smoothing (Communicative Skills) |
o Picture naming; |
|
o Reading word lists looking in the mirror and looking at the therapist. |
10 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To learn and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Communicative Skills Training: Waiting Time (2”), Communicative Turn and Eye Contact: |
● To develop skills that promote good communication, promoting self-confidence and security, integrating them with smoothing (Communicative Skills) |
o Own name; |
|
o Other names, other naming and brainstorming; |
|
o Repetition of sentences looking in the mirror and looking at the therapist. |
11 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech and stuttering works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To accept the presence of stuttering and learn to use strategies to change it (Stuttering Modification) |
● Volunteer Stuttering Training: |
o Picture naming; |
o Own name; |
o Formulation of sentences. |
12 |
● To facilitate voice production |
● Body relaxation; |
● To understand how fluent speech works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To learn and use smooth and continuous articulatory contact point (Fluency Modeling) |
● Communicative Skills Training: Waiting Time (2”), Communicative Turn and Eye Contact: |
● To develop skills that promote good communication, promoting self-confidence and security, integrating them with smoothing (Communicative Skills) |
o Other names, other naming and brainstorming; |
|
o Repetition of sentences looking in the mirror and looking at the therapist; |
|
o Description of the characteristics, parts and functions of objects. |
● To accept the presence of stuttering and learn to use strategies to change it (Stuttering Modification) |
● Volunteer Stuttering Training: |
● Picture naming; |
13 |
● To facilitate voice production |
● Mouth relaxation; |
● To understand how fluent speech works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To accept the presence of stuttering and learn to use strategies to change it (Stuttering Modification) |
● Volunteer Stuttering: |
o Picture naming; |
o Own name; |
o Formulation of sentences; |
o Repetition of sentences looking in the mirror and looking at the therapist. |
14 |
● To facilitate voice production |
● Mouth relaxation; |
● To understand how fluent speech works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To accept the presence of stuttering and learn to use strategies to change it (Stuttering Modification) |
● Cancellation and Skipping |
o Picture naming; |
o Own name; |
o Reading word lists looking in the mirror and looking at the therapist. |
15 16, 17,18 and 19 |
● To facilitate voice production |
● Mouth relaxation; |
● To understand how fluent speech works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To use stuttering modification techniques associated with skills that promote good communication, integrating them with smoothing (Fluency Modeling, Stuttering Modification and Communicative Skills) |
● Waiting Time Training (2”), Communicative Turn, Eye Contact and Cancellation and Skipping Techniques: |
o Picture naming; |
o Own name; |
o Reading word lists looking in the mirror and looking at the therapist. |
o Formulation of sentences. |
20, 21 and 22 |
● To facilitate voice production |
● Mouth relaxation; |
● To understand how fluent speech works (Awareness) |
● Breathing exercises; |
|
● Orofacial motricity exercises; |
● To use stuttering modification techniques associated with skills that promote good communication, integrating them with smoothing (Fluency Modeling, Stuttering Modification and Communicative Skills) |
● Communication Skills Training and Cancellation and Skipping Techniques; |
● Knowing and reducing negative emotions (Desensitization) |
● Role-playing everyday situations; |
23 |
● To facilitate voice production |
● Breathing Control; |
● To maintain and use the strategies and fluency patterns obtained in previous sessions |
● Speech Training: |
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o Reduction in the number of breaks per minute; |
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● Perceiving the fluency; |
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● Dealing with speech: |
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o Aspects to remember; |
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o Speech diary; |
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o Warning the listener. |
24 |
● To facilitate voice production |
● Breathing Control; |
● To maintain and use the strategies and fluency patterns obtained in previous sessions |
● Speech Training: |
|
o Reduction in the number of breaks per minute; |
|
● Perceiving the fluency; |
|
● Controlling negative thoughts: |
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o Bob and Ken story; |
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o How to avoid negative thoughts; |
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o Change Table. |
25 |
● To maintain and use the strategies and fluency patterns obtained in previous sessions |
● Speech Training: |
o Reduction in the number of stuttering episodes per 5 minutes; |
o Speech pause. |
● Keeping the fluency: |
o What helps maintain fluency; |
o How to deal with speech before, during and after stuttering. |
● Managing negative stress: |
o Keeping a calm attitude; |
o Looking after the environment; |
o Taking care of comfort; |
o Taking care of the health. |
26 |
● To maintain and use the strategies and fluency patterns obtained in previous sessions |
● Speech Training: |
o Reduction in the number of stuttering episodes per 5 minutes; |
o Speech pause. |
● Facing the phone training in therapy: |
o Phone call simulation. |
27 |
● To maintain and use the strategies and fluency patterns obtained in previous sessions |
● Speech Training: |
o Reduction in the number of stuttering episodes in the conversation; |
o Speech rate control. |
● Facing the phone: |
o Phone call to acquaintances. |
28 |
● To maintain and use the strategies and fluency patterns obtained in previous sessions |
● Speech Training: |
o Reduction in the number of stuttering episodes in the conversation; |
o Speech rate control. |
● How to control tension; |
o Alone |
o While standing in a public place; |
o While sitting in public places. |
● Facing the phone: |
o Phone call to acquaintances; |
o Phone call to strangers. |
29 |
● To maintain and use the strategies and fluency patterns obtained in previous sessions |
● Simulation of tension control: |
o Alone |
o While standing in a public place; |
o While sitting in public places. |
● Conversation about preventing relapses in speech control; |
● Facing the phone: |
o Phone call to acquaintances; |
o Phone call to strangers. |
30 |
● To collect data for evaluation after intensive care |
● Speech Sample Collection; |
● OASES-A questionnaire application; |
● Final guidance; |
● Analysis of speech samples of the patient pre- and post-therapy: |
● Self-assessment. |