Hablar de la tartamudez
Actividad de autoconocimiento: identificar sentimientos y situaciones difíciles al hablar.
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 and then wait, without fixing. These questions produce answers that are uncomfortable, and the reassurance reflex is what closes them down. The question about what the child would want their teacher to do produces something concrete that can be passed on, and the one about a thing they like about their own speech is often the hardest and the most worth reaching. Fifteen 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 of stuttering, in Spanish: ¿Qué sientes en el cuerpo cuando te trabas al hablar? ¿En qué momentos hablar es más fácil? ¿Quién sabe de tu tartamudez y cómo se lo dijiste? ¿Qué te gustaría que hiciera tu maestra cuando te trabas? Nombra una cosa de tu manera de hablar que te gusta. Counselling in a second language loses most of what it is for; these questions belong in the language the child feels them in.
What to listen for
Listen for the body answers. A child who can locate the tension — la garganta, el pecho — has an awareness that makes modification teachable. Notice the question about having stopped saying something out of fear: an affirmative answer is the clearest sign that avoidance has started, and avoidance is usually more disabling than the disfluency.
Carrying it home
Families often avoid naming the stuttering, meaning to protect the child, and the silence usually reads as shame. Naming it casually — esa fue difícil, no pasa nada — takes the taboo out of it.
What's in this activity
- ¿Qué sientes en el cuerpo cuando te trabas al hablar?
- ¿En qué momentos hablar es más fácil para ti?
- ¿En qué momentos es más difícil?
- ¿Quién sabe de tu tartamudez? ¿Cómo se lo dijiste?
- ¿Qué te gustaría que hiciera tu maestra cuando te trabas?
- ¿Qué haces cuando alguien termina tu frase?
- ¿Qué le dirías a un niño más pequeño que tartamudea?
- ¿Qué es lo que más te molesta de hablar en clase?
- Nombra una cosa de tu manera de hablar que te gusta.
- ¿Alguna vez dejaste de decir algo por miedo a trabarte?
- ¿Qué te ayuda a sentirte tranquilo antes de hablar?
- Escribe una frase que quieras decirle a alguien sobre tu habla.
Questions
- Is this activity in Spanish?
- Yes, the prompts are Spanish. This page is in English so an English-speaking clinician can find and evaluate it.
- Is it free?
- Yes, no account or card needed.
- Why does the language matter for counselling?
- Because feelings are held in the language they were felt in. A child asked about fear in their second language will answer with the words they have, which is usually less than what they mean.
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.