Fluency Feelings Vocabulary
Cards discussing feelings about stuttering.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Ask, then wait, and do not fix. These questions produce answers that are uncomfortable to sit with, and the impulse to reassure is what shuts them down. The teacher question is the most immediately useful — it produces a concrete request that can be passed on. The question about what they would say to a younger child who stutters is the one that most often produces something the student needed to hear themselves say. Twelve minutes and no agenda.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentAsk the question or set the task, then give the student time to answer or try it.Log as correct
- Open promptSay 'Tell me more about that' or 'What happened next?'Log as cued
- ChoicesOffer two ways it might have felt or gone, and let the student pick or correct you.Log as cued
- ModelShare your own example first, or do the task yourself before the student does.Log as cued
Adjust it
Use a feelings scale or picture choices, and start with the easiest situation.
Plan one real situation this week to try it in, and talk it through next session.
Matching IEP goal
Given discussion prompts and speaking tasks, Student will describe their thoughts or feelings about a speaking situation and name one helpful strategy in 4 of 5 opportunities across 3 consecutive sessions.
Send it home through the parent portal →About this activity
Twelve questions about the experience rather than the mechanics: when did you feel frustrated about your speech this week; what does a bumpy moment feel like in your body; who knows about your stuttering and how did you tell them; what do you want your teacher to do when you stutter; what would you say to a younger kid who stutters. Fluency work that only addresses the speech leaves most of the condition unaddressed.
What to listen for
Listen for the body answers. Children who can describe where the tension is — throat, chest, jaw — have an awareness that makes modification techniques teachable, and children who cannot usually need that awareness before any technique will land. Notice what they say about who knows: concealment is a strong predictor of how much the stuttering is costing them.
Carrying it home
Families often avoid the subject to protect the child, and the silence is usually read as shame. Asking the family to name stuttering casually — that was a bumpy one, no problem — takes the taboo out of it.
What's in this activity
- When did you feel frustrated about your speech this week?
- Tell about a time talking felt easy.
- What does a bumpy moment feel like in your body?
- Who knows about your stuttering? How did you tell them?
- When do you feel most confident speaking?
- What do you want your teacher to do when you stutter?
- What would you say to a younger kid who stutters?
- Which is harder: talking to a friend or to the whole class? Why?
- Name one thing about your speech you're proud of.
- What do you do when someone finishes your sentence?
- When do you feel rushed to talk?
- What helps you feel calm before you speak?
Questions
- What ages is this for?
- Third through eighth grade, where children can reflect on their own experience but may not have been asked about it.
- Do I need an account?
- No, all twelve prompts are free to use.
- Is this instead of technique work?
- Alongside it. Techniques change moments of stuttering; these questions address how the child feels about speaking, which is what determines whether they speak at all.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.