They cannot be broken into smaller units or else they will lose their meaning. Success! Using the Curriculum to Formulate IEP Goals, Also! When we dont use morphemes, the result is telegraphic speech. . 9\69he5}X@-48%n3* 6c 3 9p3I&4#w9>@ ,` Basically, this has allowed my students to: I discussed how to treat r in this YouTube video, and also this blog post. Dont forget to download my FREE 5 Minute Manual for Teaching R before you go. One suggestion for speech production long term goals for children with CAS is to write them in terms of the child's speech intelligibility AND his/her mean length of utterance in morphemes (morphemes are like words, but are a more sensitive measure of a child's language complexity. Thats why I like to take a structured approach and really break things down. Listen to the podcast below to learn more, and then check out some of the other resources linked below: Click here to listen to a continuing education podcast interview all about morphology! If so, I like this article. Read this blog post to see speech goals for 4th and 5th graders. 1jkD%EVx6vmPSBfKa] PNECz/9JTTDn|Z %]7tu_;Uhww^/A_(v`YT?v [7Ysw58rGkUTw%%ekq +y49WSWWshSV")]Z [V#j- K5zJL$4[R=?kX| <9"+`4CrOsg.tjiF?V4+Ju84v=(i8PSmb(4#iZ>mY7ba$6{!s?vunocEr-av\YDDN9K]{J0gzIL`y&(>:S&qAsROr^*x*"M#{|K| )s easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) during a 5-minute conversation in the therapy settingUtilizar 2 estrategias que facilitan la fluidez (empezar suave, respiracin relajada, habla lenta, contacto ligero, fonacin continua) durante una conversacin de 5 minutos en el entorno de la terapia, Will use fluency shaping techniques (i.e. Speech Therapy Goals Need to Be Functional. What do I mean by this? This is a concept I teach if I feel it is necessary for success with s and z. )Usar oraciones compuestas usando (y, pero, o, etc. i'm shannon. We needed solid visual cues. Many students in special education may require some sort of aided communication. Need a formal lesson plan to work on, Read More The Top 10 Lesson Plans for Speech TherapyContinue, Are you wondering how to use core vocabulary in speech therapy? In the first part, I shared a "base goal" for syntax that defines the . Coorelative conjunctions are pairs of coordinating conjunctions. Therapy is meant to be individualized, and what works for one student may not work for another. Just copy the Spanish portion along with the English portion and paste them into your speech language report. Speech-language pathologists foster vocabulary development by embedding evidence-based practices within therapy activities. (2021). I love to use this sentence diagramming program when Im teaching sentence structure. Grammar Goals for Speech Therapy (Preschoolers): How I Write IEP Goals for School Age Children, Grammar Goals for Speech Therapy: School Age Children, How I Teach Past Tense Verbs in Speech Therapy, Addressing Grammar Goals for Speech Therapy Using a Communication Device, My 10 Favorite Resources for Grammar in Speech Therapy, The Entire Year of Grammar and Sentence Structure, Grammar Worksheets to work on Grammar Goals in Speech Therapy, This article explains more about the five areas of grammar, Teaching Adjectives Printable for Speech Therapy, In fact, research tells us that focusing on harder verbs may be more effective, comprehensive list of grammatical morphemes, see this chart from ASHA, grammar and complex syntax targets for older children, be sure to look into the, Entire Year of Grammar and Sentence Structure (Grades 2-3), Entire Year of Grammar and Sentence Structure (Grades 4-5), Entire Year of Grammar and Sentence Structure (BUNDLE), The Entire Year of Grammar and Sentence Structure Program for 4th and 5th Graders, Website + Branding Design by Christi Fultz, adjective (a modifier that describes a noun or a pronoun, such as, adverb (a modifier that describes a verb, adjective, or another adverb), preposition (a word placed before a noun or a pronoun in order to form a phrase), conjunction (joins words, phrases, and clauses together), interjection (a word that expresses emotion), label actions or pictured actions during play-based activities, use grammatical markers (i.e. Some topic areas include: phonological awareness, morphology, syntax, sequence, semantics, reading/listening . Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique nouns by pointing to picturesAumentar conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] sustantivos, sealando a fotosWill increase understanding of age-appropriate receptive vocabulary by identifying [#] unique action verbs by pointing to picturesAumentar conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] verbos, sealando a fotos, Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique adjectives by pointing to pictures (size/shape/color/texture, etc. Audio record your sample, then transcribe utterances onto the provided pages. The speech therapy goals directly impact his daily living activities. Core vocabulary is very important, of course. I often paired this with the EET (expanding expression toolkit). Instead, it should live up within the dental arch. Big picture language skills like reading comprehension or vocabulary are huge skills that are comprised of many smaller skill areas. Isolating the morphemes is important to doing grammar activities for speech therapy because even young students are capable of inferring meanings of unknown words using their knowledge of word parts. So, one day, when Jose had a great day producing his initial /r/ sounds, James said, Jose, you did awesome on your /r/ sound today! The comment was meaningful to Jose, and the students learned to support one another. EXHAUSTING. Our therapists are state licensed and/or credentialed. The words hurt and germs are spelled very differently, but both contain the vocalic er sound, whereas cherry and dairy both contain vocalic air spelled in very different ways. These resources are wonderful for the school setting. noun vs verb), identify parts of speech or sentence parts within sentences, complete sentence fill-in tasks using targeted parts of speech or sentence parts, arrange scrambled words into meaningful sentences, complete spoken/ written sentences using relative clauses, create a sentence about a picture using a targeted coordinating conjunction, finish spoken sentence starters using targeted subordinating conjunctions, use a target word (i.e. Vocabulary, following directions, and answering questions are among the areas targeted when we work on Receptive language. I explain that conjunctions are words that join sentences or sentence parts together to my students. Goal: AAE Rule(s): Example: Mark 3rd person singular -s : 3rd person singular -s may be omitted or it may be used with the 1st person. Think about it, how successful would you be if you didnt have goals set for what you wanted to accomplish? After that, we practice pronouncing the verbs. *Helping verb, "be" verb, copula list: am, is, are, was, were, be, being, been, has, have, had, can, could, do, does, did, shall,. I get this. Please try again. Many speech therapy goals are very similar and are needed again and again. Objective 1:1: Child will produce /s/ clusters with 80% accuracy and minimal assistance. In this post, Ill provide some suggestions you could use for writing iep goals for grammar and sentence structure. My students are engaged. I often have to remind them- its much more important to listen carefully and focus. a 4-6 sentence paragraph. ), Will identify word-relationships by identifying parts of a whole by pointing to pictures/objectsIdentificar las relaciones entre palabras al identificar partes de un entero, sealando a fotos/objetosWill identify word-relationships by identifying category members by grouping items/pointing to picturesIdentificar las relaciones entre palabras al identificar miembros de una categora, juntando objetos/sealando a fotosWill identify word-relationships by completing analogies by pointing to a pictureIdentificar las relaciones entre palabras al completar analogas semnticas, sealando a fotos, Will identify age-appropriate concepts by pointing to parts of the body on self or a dollIdentificar conceptos apropiados para su edad al apuntar a partes del cuerpo, en si mismo/a on en una muecaWill identify age-appropriate concepts by pointing to pictures/objects of color conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de color, sealando a fotos/objetos, Will identify age-appropriate concepts by pointing to pictures/objects of size conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de tamao, sealando a fotos/objetos, Will identify age-appropriate concepts by pointing to pictures/objects of shape conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de formas geomtricas, sealando a fotos/objetos, Will follow #-step directionsSeguir instrucciones de #-paso, Will follow #-step directions with age-appropriate spatial concepts (in front, behind, on top, under, etc. (client)willproduce present progressive verbs(is running, etc)in words/phrases/sentences with 80% accuracy for 3 data collections. Youd want to make sure to add components such as the prompts or cues youd provide, the percentage you expect them to master (it doesnt always have to be 80%), the number of sessions you hope they accomplish this, and more. This article explains more about the five areas of grammar, which include: Reference: The 5 Fundamental Elements of English Grammar. So, when they made the sound, they were SO proud of their efforts. Affixes are relevant and found in all texts across all subject areas! Younger students can- and SHOULD- work on grammar and syntax, too! For more information on writing objectives using the SMART framework, this n2y.com blog post is very helpful. We can use intervention strategies with young children in language therapy such as direct teaching, modeling, expansion, verbal prompts to use the grammatical target, and recasts. Keep in mind, that these are simply ideas. THIS JUST IN: click here to CHECK OUT MY LATEST RESOURCE TARGETING VISUALIZATION SKILLS! Youll need to decide on factors like what % progress will be measured, how many consecutive sessions you would like your student to demonstrate that percentage, and by what date youd like your student to achieve this goal. you can see that morphology overlaps in all 3 areas. My students would identify the category for their famous historical person (a baseball player? I realized my language kids simply needed to start with the basics and work their way up. If you want to stay in touch and hear more, sign up for my email newsletter below: Get access to freebies, quarterly sales, and a stellar community of SLPs! Here are those four sentences types SLPs can consider when we write speech therapy goals for syntax: Now, let's talk about the fourth one: Sentences with three or more clauses. We've included in our articulation goal bank the ones we find useful. My 4th and 5th graders often have difficulty understanding spatial relationships, comparative relationships, and time vocabulary. Example conjunctions goals might include: The ability to define and describe is so important! Your goal might read like this: Another articulation carryover idea might include having your student identify words that contain his or her targeted speech sound in written text. At the end of the speech session, have the child identify their goal and how they did in order to receive their prize or sticker. Any of these can be made into long term or short term articulation goals. For a more comprehensive list of grammatical morphemes, see this chart from ASHA. qq%=5BPBl1XT(}{xdu6vh;G4w:vo>S X easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) when telling a story or during other structured therapy activitiesUtilizar estrategias que facilitan la fluidez (empezar suave, respiracin relajada, habla lenta, contacto ligero, fonacin continua) al contar un cuento o durante otras actividades de terapia estructuradas, Will identify and reduce secondary behaviors in structured activities during therapy/ in narration or conversation during therapy/ outside of therapy in school or social settingsIdentificar y reducir los comportamientos secundarios durante actividades estructuradas en la terapia/en narrativos o conversacin durante la terapia/afuera de la terapia en la escuela o entornos sociales. Mix and match "Do," "Condition," "Criterion," and "Consistency" statements for receptive, expressive, and pragmatic language. The 2nd graders definitely knew their goals. Speech Sound Disorders. When I am working with my clients and students, I make sure everything is measurable. Excellent examples are provided on every page. It may also include working on receptive language skills . This may involve working on expressive language skills, such as learning how to use words and sentences. After we defined and described the topic, we went through and highlighted our target speech sounds. (2011), Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills. Typically, I send 3-4 emails per month. By this point in speech therapy, many upper elementary students are likely working on articulation sounds at the carryover level. At the sound level, phonology refers to the rules of the sound system and the rules of sound combination. From eye gaze and body positioning to complex conversations and inferencing, were here with pragmatic language goals to support your childs learning. words, phrases, sentences, etc). 82101.). I want or Can I have) when making requests for preferred items/activitiesUtilizar una frase de soporte (es decir, quiero o puedo tener) al realizar solicitudes de artculos/actividades preferidos, Will protest by pointing to the I dont want symbol on the communication boardProtestar sealando el smbolo no quiero en el tablero de comunicacin, Will link subject, verb, and noun to create a simple sentence during structured activitiesJuntar sujeto, verbo, y sustantivo para crear una oracin sencilla durante actividades estructuradas, Will use directives to generate a multi-word utterance (i.e. Bilinguistics 2019 All Rights Reserved. endstream endobj 90 0 obj <>stream Make sure to learn about the straw technique for a lateral lisp. This means that its a good idea to ensure that a communication system contains grammatical endings, for example. Articulation goals are the target we work toward in Articulation therapy. I point out the alveolar ridge. Students with language disorders benefit from explicit instruction in these areas and affixes are one functional way to make vocabulary instruction explicit and direct. There are present, past, and future verb tenses. I also find having a typodont on hand especially helpful, so I can show where lingual-palatal contact occurs. l2tfh|2?w|677Y e>~wobm ;{!D%Y,Pe$rz ^ c:^|){)r[#:lkJ#(!-Zqw;.UE\5/5phr$eh,/f6oq{Q&Vf5n!-IuWO42RRmiILRm3et"]_Y =hQEj|01M\(N=>C\)/N7QZgjL^ngXz[zoMkbkL$F*D0v(D=. Make sure to grab the PDF mini ebook version of this post for future reference, too! If youre feeling stuck, keep on reading! Hope all of this morphology information is helpful! Most commonly they rely on the acronym S.M.A.R.T that comes out of a project management paper that was written in 1981. And if you dont at least mention it to your students, no one else will. )Seguir instrucciones de # pasos que incluyen conceptosde ubicacin apropiados para su edad (en frente, atrs, arriba, abajo etc. I call it a whisper t and a long t. We would use the book recommended by their teachers and go through and find the important details to use in the report. It made the group more accountable and was also a great way to build rapport. with 80% accuracy for 3 data collections. P.S. This program specifically focuses on teaching regular past tense verbs (-d and -ed) and regular and irregular plurals. You can target a really wide variety of root causes or weak language areas using one thing: affixes. Coordinating conjunctions include: for, and, nor, but, or, so, yet. In this goal bank youll find the fluency goals we use most often. Here are some examples of speech therapy goals I have targeted while treating a lisp: While working on any of these goals, they need to make sure they are: Your next question is probably, but what about articulation goals for z?. etc.) As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement. Phonology study of the speech sound (i.e., phoneme) system of a language, including the rules for combining and using phonemes. BUNDLE INCLUDES: SPEECH THERAPY GOAL BANK FOR MEASURABLE TREATMENT GOALS (school-aged) & AAC GOAL BANK (children & adults) Over THOUSANDS of possible goal combinations in this easy-to-use speech therapy goal bank. This is done through a formal evaluation by a speech-language pathologist (SLP), and includes formal and informal assessments. hbbd``b`Z$C3` Im sharing my 5 favorite tips for teaching the R sound in speech therapy with you in this blog post. Want to dig deeper into some lisp therapy techniques? first, next, then, after that, last)Usar palabras temporales para poner en orden un evento (primero, segundo, despus, al final), Will use appropriate descriptive words to report an event/storyUsar palabras descriptivas para reportar los eventos de un evento/cuento, Will state the sequence of an event/procedureExpresar la secuencia de un evento/procedimiento, Will answer wh questions after listening to a short storyContestar preguntas (qu, quin, dnde, cundo, por qu, cmo) despus de escuchar un cuento corto, Will name critical features of a story (who, what, when, where, outcome, main idea)Nombrar elementos esenciales de un cuento (quien, que, cuando, donde, consecuencias, e idea principal), Will name critical features of a problem (whos involved, how its solved, dangerous or not)Nombrar elementos esenciales de un problema (quien estaba involucrado, como se solucion, era peligroso o no), Will name critical features of an interaction (who, relationship, positive or negative)Nombrar elementos esenciales de una interaccin (quien, relacin, positiva o negativa), Will distinguish between fact and fantasyDistinguir entre fantasa y realidad, Will use appropriate narrative organization when relating storiesUsar una organizacin narrativa apropiada cuando relata cuentos, Will include all story elements (characters, setting, problem, solution) when retelling a storyIncluir todos los elementos de un cuento (personajes, ambiente, problema, solucin) cuando recuenta un cuento, Will retell a story or event including sufficient detail in the correct orderRecontar un cuento o evento incluyendo detalles suficientes en el orden correcto, Will produce a verbal narrative including all story elementsProducir una narrativa verbal incluyendo todos los elementos de un cuento. To encourage the student to increase utterance length and overall communication skills, they need access to more than just single words. Thats why youll specifically see some goals devoted to grammatical morphemes and derivational morphemes. Purpose: This tutorial describes how a speech-language pathologist (SLP) might incorporate writing-based principles into therapy sessions to target a variety of speech and language goals for Deaf and Hard of Hearing (DHH) children in addition to writing. They may use gestures, signs, words, or symbols on a core board or device to communicate their wants and needs. Will increase knowledge related to stuttering issuesAumentar el conocimiento acerca de la tartamudez, Will demonstrate knowledge of anatomy and physiology of speechDemostrar el conocimiento de la anatoma y fisiologa del habla, Will demonstrate knowledge of facts/information related to stutteringDemostrar el conocimiento de hechos/informacin acerca de la tartamudez, Will explore feelings associated with stuttering (e.g. Speech Therapy Goal Bank Syntax, Morphology & Grammar Goals - Shine Speech Activities 0 Syntax, Morphology & Grammar Goal Bank (client) will produce plural nouns (cats, apples, etc) in words/phrases/sentences with 80% accuracy for 3 data collections. SLPs are too busy for that! Its super helpful to have a quick go to reference for the 8 grammatical parts of speech. In this post, Ill provide some suggestions you could use for writing iep goals for grammar and sentence structure. One student I worked with was part of the announcements team. Expressive language goals target a childs ability to express him/herself effectively. shoes), prepositions (in, on), possessive s (i.e. AAC (or alternative and augmented communication) goals support people who communicate using methods other than using their speaking mechanism to communicate. It stands for: Its a catchy acronym and useful if it helps you include all the necessary components. ), Will describe related emotional responses of communicative partners when a student uses expected behaviors and unexpected behaviors during conversationsDescribir las respuestas emocionales de una persona con quien est hablando cuando el estudiante demuestra los comportamientos esperados e inesperados de una conversacin, Will demonstrate expected behaviors for a conversation during preferred and un-preferred topicsDemostrar comportamientos esperados de una conversacin durante conversaciones de temas preferidas y no preferidas, Will report on how someone else is feeling based on observing their body languageDescribir cmo se siente otra persona basndose en sus observaciones de lenguaje corporal, Will respond to questions that require predictions/inferences from picture cards, short paragraph,or a short storyContestar preguntas que requieren una prediccin o inferencia, acerca de fotos, un prrafo corto, o un cuento corto, Will make a prediction (smart guess) after observing others, looking at picture cards, listening to a short paragraph, or listening to a short storyHar una prediccin (adivinanza) despus de observar a otras personas, mirar a fotos, escuchar a un prrafo corto, o escuchar un cuento corto. Look here: If your goals meet the above criteria, you should be in great shape. So, during his twice-weekly speech therapy sessions, we use his communication device to make a choice for his desired meal items, describe the type of art he wants to create and ask for continuation of House of Payne, a television sitcom. Includes manual explaining this approach plus practice materials and drill sheets for articulation, language, and literacy. I like to challenge them- by using these complex following directions worksheets. Perspectives on School-Based Issues, Volume 16, April 2015. Skills as basic as making gestures or as complex as retelling a narrative can be addressed in speech therapy. Examples of AAE Rules and Speech Therapy Goals. In this blog post, Im going to share some of my favorite, Read More How to Do Speech Therapy with 4th and 5th Graders (SLP Guide)Continue, TWO. We call the alveolar ridge home. Will use X sound in isolationProducir el sonido X en aislamiento, Will use X sound in X position(s) of the word at the word levelProducir el sonido X en la posicin X de la palabra al nivel de la palabra, Will use X sound in X position(s) of the word at the phrase levelProducir el sonido X en la posicin X de la palabra al nivel de la frase, Will use X sound in X position(s) of the word at the sentence levelProducir el sonido X en la posicin X de la palabra al nivel de la oracin, Will use X sound in X position(s) of the word at the paragraph levelProducir el sonido X en la posicin X de la palabra al nivel del prrafo, Will use X sound in X position(s) of the word at the conversation levelProducir el sonido X en la posicin X de la palabra al nivel de la conversacin, Will use X sound in all positions of the word at X levelProducir el sonido X en todas las posiciones de la palabra al nivel X, Will use X blends at the word levelProducir palabras con grupos consonnticos con el sonido X al nivel de palabra, Will use X blends at the phrase levelProducir palabras con grupos consonnticos con el sonido X al nivel de la frase, Will use X blends at the sentence levelProducir palabras con grupos consonnticos con el sonido X al nivel de la oracin, Will use X blends at the paragraph levelProducir palabras con grupos consonnticos con el sonido X al nivel del prrafo, Will use X blends at the conversation levelProducir palabras con grupos consonnticos con el sonido X al nivel de la conversacin. Goal 2: Describe (e.g., color, size) using a variety of 2-3word combinations in 50% of opportunities, given no cues. Goal Ideas for Complex Directions Include: Now that youve got some ideas for goal writing for your upper elementary speech therapy students, keep on reading to dive deep into the world of 4th and 5th grade! Objective 1:2: Child will produce initial /s/ with 80% accuracy and minimal assistance. By the way, I discussed my speech goals for 4th and 5th graders earlier. fear, anger, embarrassment, pride) during discussionExplorar sentimientos relacionados con la tartamudez (por ejemplo miedo, ira, vergenza, orgullo) durante discursos, Will recognize disfluencies in him/herself and othersReconocer los tartamudeos en su habla y el habla de otras personas, Will identify different types of speech (bumpy/smooth, fast/slow)Identificar varios tipos del habla (duro/suave, rapido/despacio), Will determine if the therapist is using fast or slow speechDeterminar si la terapeuta habla rpido o despacio, Will determine if he/she is using fast or slow speechDeterminar si l/ella habla rpido o despacio, Will determine if the therapist is using smooth or bumpy speechDeterminar si la terapeuta habla suave o duro, Will determine if he/she is using smooth or bumpy speechDeterminar si l/ella mismo/misma habla suave o duro, Will participate in desensitization activitiesParticipar en actividades de insensibilizacin hacia la tartamudez, Will identify instances of stuttering when listening to a recording of him/herselfIdentificar casos de tartamudeo al escuchar una grabacin de si mismo/a, Will decrease avoidance behaviors by entering 3 specific situations that were previously avoidedDisminuir los comportamientos de evitacin al ingresar a 3 situaciones especficas que se evitaron previamente, Will demonstrate desensitization by pseudo-stuttering in the therapy setting/in the classroomDemostrar desensibilizacin al pseudo-tartamudear en el entorno de la terapia/en el aula, Will name and describe stuttering modification techniques (cancellation, pull-out, preparatory set, relaxed stuttering, voluntary stuttering)Nombrar y describir las estrategias de modificar la tartamudez (cancelacin, salir suavemente de un momento de desfluidez, conjunto preparatorio, tartamudeo relajado, tartamudeo voluntario), Will use stuttering modification techniques during therapy activitiesUsar estrategias de modificacin del tartamudez durante actividades de la terapia, Will maintain eye contact during stuttering moment during structured therapy activities/in an assigned situation outside of therapy/during daily activitiesMantendr el contacto visual durante el tartamudeo durante actividades estructuradas de terapia/ en situaciones fuera del saln de terapia/ durante actividades cotidianas, Will name and describe the technique of voluntary stutteringNombrar y describir la estrategia del tartamudeo voluntario, Will use voluntary stuttering during structured therapy activities/in an assigned situation outside of therapy/during daily activitiesTartamudear voluntariamente durante actividades estructuradas de terapia/ en situaciones fuera del saln de terapia/ durante actividades cotidianas, Will name and describe cancellationNombrar y describir la estrategia de la cancelacin, Will use cancellation to name and describe/in structured activities/in narration or conversation/outside of therapyUsar cancelacion para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe the strategy of pull-outNombrar y describir la estrategia de salir suavemente de un momento de desfluidez, Will use the strategy of pull-out to name and describe/in structured activities/in narration or conversation/outside of therapyUsar la estrategia de salir suavamente de un momento de desfluidez para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe preparatory setNombrar y describir la estrategia de prepatory set(conjunto preparatorio), Will use preparatory set to name and describe/in structured activities/in narration or conversation/outside of therapyUsar la estrategia de prepatory set(conjunto preparatorio) para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe relaxed stutteringNombrar y describir la estrategia del tartamudeo relajado, Will use relaxed stuttering to name and describe/in structured activities/in narration or conversation/outside of therapyUsar la estrategia del tartamudeo relajado para nombrar y describir/durante actividades estructuradas de terapia/durante la narracin o conversacin/fuera del saln de terapia, Will name and describe fluency facilitating techniques (i.e.
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